NURSING PROGRAM
POLICY MANUAL
AY 2012 – 2013
PREFACE
It is the student’s responsibility to become thoroughly familiar with the RVCC Student
Handbook (www.raritanval.edu ), the RVCC Catalog (http://raritanval.catalog.acalog.com) and
the Nursing Program Policy Manual and to comply with the provisions pertaining to them. The
rules and regulations set forth in these college publications constitute students’ rights and
responsibilities as well as outlining the requirements for admission, retention and the degree
requirements in the nursing program. This publication is neither a contract nor an offer to make a
contract. The Nursing Program Policy Manual contains stringent requirements for admission and
retention that takes priority over the RVCC General Catalog minimum requirements. Statements
in these publications may change at any time without prior notice. This publication is reviewed
and revised on a yearly basis. The Nursing Program Policy Manual changes become effective
the fall following the approved change. Students will be notified via RVCC email if there are
exceptions to the effective policy change date. This publication contains information valid as of
July 1, 2012. For updated information, visit the HSE website at
http://www.raritanval.edu/academics/dept/hs/index.html
It is the policy of RVCC to provide an environment that is free from harassment and
discrimination. Students are encouraged to report any incidents of discrimination, harassment,
sexual violence, and bullying which cause physical or emotional harm; or create a hostile
environment which interferes with your education or your rights as a student. This includes any
gesture, any written, verbal or physical act, or electronic communication, whether it be a single
incident or a series of incidents, which you perceive as motivated by race, color, religion,
ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental,
physical or sensory disability which substantially disrupts or interferes with the operation of the
college or the rights of a student. If you believe you are being harassed, report the situation
immediately. If immediate attention is needed, always contact Campus Security by picking up a
red phone in the halls or calling (908) 231-8800.
Title IX of the Educational Amendments of 1972 specifically prohibits discrimination on the
basis of sex in education, programs, and activities. Discrimination under Title IX includes sexual
harassment or sexual violence, such as rape, sexual assault, sexual battery, and sexual coercion.
Confidentiality will always be maintained insofar as it does not interfere with the College’s legal
obligation to investigate allegations of misconduct when brought to the college’s attention, and
the ability of the college to take corrective action consistent with rights of due process.
Raritan Valley Community College is firmly committed to a policy of Equal Opportunity and
Affirmative Action and will implement the policy to assure that the benefits, services, activities
and programs offered are available to all persons regardless of race, creed, color, disability,
national origin, ancestry, age, sex, marital status, religion, sexual orientation, and in accordance
with the state and federal laws: Title IX, Title VII, Civil Rights Act of 1964; Executive Order
11246; Section 503 and 504 of the Rehabilitation Act of 1973; Americans with Disabilities Act
(ADA); and Veteran’s Assistance Act of 1972. Students are encouraged to discuss concerns with
an advisor or counselor in College Center 163 or with Diane Lemcoe, Dean of Students, College
Center 143, (908) 526-1200, extension 8976.
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July 1, 2012
Welcome to the Nursing Program of Raritan Valley Community College and the
Health Science Education Department. The faculty, staff, and alumni are happy to
have you join us on your journey in this dynamic profession. We are committed to
preparing nursing leaders for today and tomorrow’s health care needs.
The nursing faculty and staff are here to help you reach your educational goal of a
career in nursing. We have established high standards for our graduate nurses and
will do all we can to see that you become the competent, knowledgeable nurse you
want to be. We will assist you, but the motivation, the effort, and the energy must
come from you. Use your abilities and make the most of your opportunities.
As students, you are held accountable to be aware of your rights and
responsibilities as stated in the Student Handbook and the policies of the Nursing
Program as presented in this manual. Please be sure to read this information
completely along with other course manuals and syllabi to ensure your success in
this program. Please refer to this Policy Manual throughout your program.
Best wishes for your success in the Nursing Program at RVCC.
Patrice Case, MSN, RN, BC
Chairperson, Health Science Education Department
Associate Professor and Coordinator of the Nursing Program
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TABLE OF CONTENTS
I. Raritan Valley Community College Mission Statement
Page 7
II. Nursing Program
A. Philosophy
B. Nursing Program Outcomes and Student Learning Outcomes
C. Conceptual Framework
D. Program of Learning
E. Accreditation Status
Pages 6-8
Page 9
Pages 10
Pages 10-11
Page 11
III. Educational Competencies for Graduates of Associate Degree
Nursing Programs (NLN, 2000)
Pages 12-17
IV. Curriculum Plan and Options
A. Curriculum Design
B. Program Sequence and Admission Requirements
1.
Generic Program
2.
PNAD program
C. Advanced Standing Options
D. AAS to BSN Dual Admission Articulation Tract
Page 17
Page 17-21
Page 17-19
Page 23
Page 24- 25
Page 25
V. Modes of Teaching and Learning
A. First Year
B. Second Year
C. Service Learning Projects
D. Honors Options Courses
E. Assessment Technology Institute (ATI) Testing
Page 26
Page 26
Page 26
Page 26
Page 27
VI. Clinical Experiences
A. Assignment to a Clinical Group
B. Criminal History Background Checks & Drug Screening
C. Clinical Agencies Sites
D. Travel Arrangements
E. Illness
F. Emergency Contact for Students
G. Uniform Policy
H.Clinical Evaluation of Student Performance
I. Clinical Practice Reports
Page 28
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Page 29
Pages 30-33
Pages 34-35
VII. Learning Laboratory Policy: NURS 101 and NURS 111
Page 36
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VIII. Program Requirements
A. Health Maintenance & Clinical Practice Requirements
B. Attendance Policy
C. Insurance Coverage
D. American Heart Association: CPR and BLS–C Certification
E. Course and Program Completion
1. New Jersey Board of Nursing Requirements
2. ATI Exit Examination
3. Requirements for Reinstatement to the Nursing Program
4. Required Academic Grade Policy
5. Clinical Performance Grading Policy
6. Nursing Program Grading System
7. RVCC Grade Appeal Procedure
8. Nursing Program Readmission Appeal Committee
F. Academic Integrity
G. Nursing Program Examination Policy
H. Nursing Program Exit Interview
Page 36
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IX. General Student Information
A. Course Calendar
B. Final Semester Grade Reports
C. ADA Compliance Statement and Disability Services
D. Communication with Faculty
1. Messages
2. Faculty & Staff Roster /Telephone Extensions
3. Faculty Office Hours
4. Complaints
5. Department Administrative Support
E. Confidentiality Information (FERPA)
F. Social Media Policy
G. ANA Code of Ethics for Nurses
H. The Academic Support Center
I. Online Services & Educational Support
J. Computer Facilities
K. Library Resources
L. Financial Aid
Page 42
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Page 45-46
Page 46-47
Page 47
Page 48
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Page 50
Page 51
X. Transfer and Articulation Agreements
Page 52
XI. Miscellaneous
A. Graduation
1. Eligibility
2. Expenses
B. 2010 NCLEX-RN Test Plan
Page 52
Page 52
Page 52
Pages 52-58
XII. Directions to Clinical Agencies
Pages 59-61
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Appendices
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Health Maintenance and Clinical Practice Requirements
Grade Appeal Procedure
Requirements for Reinstatement into the Nursing Program
ATI Testing Progression Policy
Student Copy: Nursing Program Examination Policy
Student Copy: Acknowledgement of Policy Manual
Appendix VI Office Copy: Nursing Program Examination Policy
Office Copy: Acknowledgement of Policy Manual
Page 6 of 76
Pages 62-65
Page 66
Pages 67-68
Pages 69-70
Page 72
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I. RARITAN VALLEY COMMUNITY COLLEGE MISSION
Raritan Valley Community College is a Bi-County College serving the residents of Somerset
and Hunterdon counties. It is accredited by the Middle States Association of Colleges and
Schools.
MISSION STATEMENT
Raritan Valley Community College is an educational community that works to develop
critical thinking, foster intellectual curiosity, promote leadership, encourage social
responsibility, support personal growth, and sustain engaged citizenship within a diverse
population of students and community members.
Core Values
 RVCC is an open admission institution with high standards and excellent support
services.
 RVCC serves as an important center for our community.
 RVCC participates as a reliable partner with the region’s K-12 schools to support active
learning and college readiness.
 RVCC must provide support for student success, but students are responsible for their
own achievements.
 The College values the diversity of our communities as a resource that strengthens the
institution.
 The College is accountable for the prudent use of all its resources and seeks
transparency in all its operations.
 The College measures its success against national models and standards.
 The College commits to environmentally sustainable practices.
 Educational programs must be affordable.
 A healthy college community depends on integrity and respect.
 The best college decisions are made on a learning-centered foundation.
 Learning is a lifelong endeavor.
II. NURSING PROGRAM
A. PHILOSOPHY
The Nursing Program philosophy reflects faculty beliefs about:
 Humans
 Health Care
 Nursing Education
 Practice of Associate Degree Graduates
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Humans
We believe that humans are multifaceted, diverse, holistic beings who are deserving of care given
with a spirit of respect and inclusivity. This contextual framework promotes each individual’s
efforts to reclaim or develop new pathways of human flourishing (NLN Outcomes and
Competencies, 2010, page 67). As members of society, humans are affected by other factors,
including but not limited to, their economic, social, demographic, and political environment.
Health Care
Health care must be designed to respond to complex patient needs in a challenging health
care environment, which is often ambiguous and which exists in multiple practice sites.
Using nursing judgment and a spirit of inquiry, nurses interact with other health care team
members to identify problems and gather scientific data relevant to emerging nursing
research. This interdisciplinary, collaborative process leads to evidence based practice,
where nurses apply the results of clinical research and best practices established elsewhere to
challenges confronted within the health care delivery system. Progress will be most
productive, when nurses question the status quo, challenge assumptions, and promote
innovative patterns (NLN Outcomes and Competencies, page 36). Nurses must critically
analyze and select those patterns which are most likely to improve the quality/safety of
health care and overcome inequities in the health care system. Integral to all facets of change
is the emerging informatics technology and the shift from face to face communication to
technology focused communication and documentation. From these changes, an improved
health care delivery system will emerge, that will benefit everyone from an individual, unit,
and systems perspective.
Nursing Education
Nursing education is a lifelong learning process that results in transformational growth. This
transformational growth begins with a progressive course of learning activities, designed to
facilitate the development of nursing practice competencies, based on best practice and
evidence based clinical practice standards. The desired outcome of this process is to prepare
a safe and competent entry-level nurse who possesses a broad and deep theoretical body of
knowledge with the ability to safely apply that knowledge in diverse clinical practice
settings. The entry level nurse also must have mastery of psychomotor skills and have
internalized a sense of professional identity. They are prepared to advocate between systems
and consumers, consider cost containment needs, utilize technology effectively, and apply
clinical reasoning skills. Nursing educators facilitate the educational process by acting as
partners with students and by creating an interactive learning environment with multiple
active learning strategies to encourage reflective learning.
In order to prepare nurses to effectively function in contemporary healthcare, it is crucial that
an interdisciplinary approach to education be provided through a rigorous educational
process, in which general education courses in the physical, social and behavioral sciences,
arts and humanities, and nursing science are included. Nursing students must be provided
with opportunities to participate in intellectual inquiry in the classroom, with providers from
other disciplines, and with the community at large.
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Through didactic as well as experiential teaching methods, nursing students learn to care for
patients from diverse backgrounds in a spirit of inclusiveness. Beck (2001) reflects on caring
as a “trickle-down effect.” Students observe faculty support and affirmation of each other in
their day-to-day work. Integrated throughout the curriculum is the expectation that students
will demonstrate their ability to value others through caring behaviors that honor patients,
families and colleagues
Practice of Associate Degree Graduates
To function effectively in a society and a health care delivery system challenged by rapid
changes, the Associate Degree graduate must demonstrate cognitive, psychomotor and affective
skill acquisitions in the core components /competencies that characterize the roles of the nurse:
provider of care, manager of care and member within the discipline of nursing. All of these roles
incorporate a culture of safety and a philosophy of inclusiveness. These core components and
competencies are based on the (1) Educational Competencies for Graduates of Associate Degree
Nursing Programs (NLN,2000), (2) National League for Nursing (2010), (3) the NCLEX-RN
Test Plan (2010), (4) National Organization for Associate Degree Nursing (2006), (5) IOM Future of Nursing Report (2010), and (6) Quality and Safety Education for Nurses (QSEN),
2010.
In the provider of care role, the Associate Degree graduate responds to human needs and
factors that contribute to or threaten health, by applying relevant theories, research, and
evidence based guidelines within the scope of nursing practice of the state of New Jersey.
Although nurses provide direct care for individual patients, they are also concerned with
patients’ relationships with families, groups, and the local and global community. Nursing
practice embraces the core values of the NLN: caring, diversity, excellence, integrity, ethics,
holism, and patient- centeredness (NLN, 2010, p. 10).
Associate degree nursing practice encompasses the coordination and management of health
care for the individual as well as for groups of patients. As they collaborate with
professionals from other disciplines, the nurse is uniquely qualified to make critical
decisions and assist the client to meet diverse needs across the lifespan. As a manager and
coordinator of care, the Associate Degree graduate provides for the health care needs of
group(s) of patients through direct or delegated care. In this role it is essential that the
graduate utilize effective, respectful communication skills, and use appropriate channels of
communication within the interdisciplinary organizational system.
In the role as a member within the discipline of nursing, the Associate Degree graduate
provides evidence of a personal and professional commitment to life-long self-growth, to the
growth of the nursing profession, and to the growth of evidence based nursing practice.
Nurses encourage social responsibility and sustained engaged citizenship, through their
commitment to caring, advocacy and competent nursing care for various patient populations.
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II. NURSING PROGRAM
B. (1) NURSING PROGRAM OUTCOMES
The nursing program of Raritan Valley Community College exists to:
1. Promote educational excellence as evidenced by:
a. Maintaining a Nursing Program graduation rate of 70% for students entering
the four semesters of clinical nursing courses.
b. Meeting or exceeding the national pass rate by first time test takers on the
National Council Licensure Examination (NCLEX-RN) for associate degree
programs as reported by the National Council of State Boards of Nursing
(NCSBN)
b. Reported satisfaction with the program of learning by nursing graduates at a
rate of 90% on the graduate survey
2. Meet the health care needs of the community by providing entry-level nurses as
evidenced by:
a. Achieving a 70% job placement rate as a Professional Registered Nurse
within one year of licensure.
b. Recognizing the need for life-long learning, nursing graduates will report on
(the graduate survey) a 50% possibility of pursuing a baccalaureate degree in
nursing within 5-years after graduation
B. (2) STUDENT LEARNING OUTCOMES
1. The students will function as a provider of care when they:
1.1. Integrate holistic human needs in providing safe nursing care
while encouraging human flourishing of diverse patients in
families and communities. (GE- NJ 1, 3)
1.2. Use nursing judgment to assess patient situations and perform
clinical decision making. (GE - NJ 1, 3)
1.3. Collaborate appropriately and effectively with interdisciplinary
members of the health care team.
(GE- NJ 1, 4)
1.4. Construct therapeutic interventions within a culture of safety
using the nursing process. (GE- NJ 2, 3, 4, 9).
1.5. Integrate principles of growth and development with a lifespan
perspective. (GE- NJ 1)
1.6. Utilize teaching/learning principles to improve outcomes when
caring for patient at different levels of wellness. (GE- NJ 1)
1.7. Utilize evidence based practice/best practice standards when
planning and delivering nursing care. (GE- NJ 2, 3, 9)
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2. The students will function as a manager of care when they:
2.1. Demonstrate leadership and management by employing strategies
that adapt to different health care delivery systems (GE –
NJ 1, 8, 9)
2.2. Apply concepts of current trends, including information technology,
when planning and delivering nursing care.
(GE- NJ 4)
2.3. Utilize communication effectively to meet the health care needs
of diverse populations. (GE- NJ 1, 2, 3, 4, 8, 9)
3. The students will function as a member within the profession of
nursing when they:
3.1. Incorporate ethical behaviors based on the ANA Code of Ethics
for Nurses when providing care. (GE- NJ 9)
3.2. Implement behaviors which embrace the values of caring,
integrity, and inclusiveness. (GE- NJ 8)
3.3. Engage in activities for professional development,
transformational growth, and life-long learning.
3.4. Demonstrate accountability by following the ethical/legal guidelines
for professional practice in accordance with the Rules and
Regulations of the New Jersey Board of Nursing. (GE- NJ 9)
C. CONCEPTUAL FRAMEWORK OF THE PROGRAM
The conceptual framework of the program is based on the central themes of holism, caring, and
inclusiveness; with the core concepts of the role of the nurse as provider of care, manager of care
and member within the profession of nursing providing the functional processes for nursing
practice. There are 14 core competencies which are integrated throughout the curriculum:


Provider of Care
1. Holistic human needs
2. Nursing judgment
3. Interdisciplinary collaboration
4. Culture of safety
5. Lifespan perspective
6. Teaching/learning
7. Evidence based practice/best practice standards
Manager of Care
8. Health care delivery systems
9. Current trends
10. Communication
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
Member within the Profession of Nursing
11. Ethical behaviors
12. Caring
13. Transformational growth
14. Accountability
D. THE PROGRAM OF LEARNING
The program of learning is developed, evaluated and revised through continuous and on-going
program evaluation during Departmental and Course Team Meetings attended by faculty and
students. In addition, course evaluations by students and clinical facility evaluations by student
and faculty are also used as part of the program evaluation and revision process. Program
assessment is also accomplished through assessment of outcomes. At the end of each academic
year, two full day Curriculum Meetings, attended by all nursing faculty, are scheduled to
evaluate the program of learning. Based on a review of the findings from the evaluation methods
and an assessment of program outcomes and learning objectives, changes in the program of
learning are made. Along with the changes in the program of learning, the associated course and
clinical objectives, materials, teaching techniques/methodologies are revised and administrative
and budgetary services and support are requested as needed.
The program of learning is also based on the nursing program’s philosophy and program
outcomes. The eclectic approach of the nursing program philosophy utilizes components from
the theories of Dewey in the active classroom, Rogers’ holistic beings, Maslow’s needs,
Erickson’s developmental level and Watson’s caring model. In addition there are influences from
the theories of Orem, Roy, Selye and Piaget. The pictorial representation of the coherent
organizing structure of the program of learning can be found at:
http://www.raritanval.edu/academics/dept/hs/index.html. The graphic illustration (found at the
HSE website) demonstrates how the program of learning is developed from the nursing program
philosophy, which has the global community and the macro and micro society as the underlying
structure. The philosophy acknowledges that nurses respond to holistic human needs through a
tri-dimensional matrix of nursing judgment, nursing practice competencies and caring behaviors
while functioning as providers of care, managers of care and members within the discipline of
nursing. In addition to these structural components that are integrated into the core nursing
courses, there are fourteen recurring core competencies, which are also interwoven throughout
the clinical nursing courses in the program. These recurring competencies are holistic human
needs, nursing judgment, interdisciplinary collaboration, culture of safety, lifespan
perspective, teaching/learning, evidence based practice/best practice standards, health care
delivery systems, current trends, communication, ethical behaviors, caring, transformational
growth, and accountability.
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E.
ACCREDITATION STATUS
 The Nursing Program at Raritan Valley Community College is accredited by the
New Jersey Board of Nursing, 124 Halsey Street, Newark, New Jersey 07102
(www.njconsumeraffairs.gov/nursing/)


III.
The Nursing Program at Raritan Valley Community College is accredited by the
National League for Nursing Accrediting Commission, Inc., 3343 Peachtree Road
NE, Suite 850, Atlanta, Georgia 30326 (www.nlnac.org). Phone number: 1- 800669- 1656 Ext 153.
Raritan Valley Community College is accredited by the Commission on Higher
Education, Middles States Association of Colleges and Schools, 3624 Market Street,
Philadelphia, PA 19104, (215) 662-5605. (www.middlestates.org)
EDUCATIONAL COMPETENCIES FOR GRADUATES OF ASSOCIATE
DEGREE NURSING PROGRAMS (NLN, 2000)
Professional Behaviors
Professional behaviors within nursing practice are characterized by a commitment to the
profession of nursing. The graduate of an associate degree-nursing program adheres to standards
of professional practice, is accountable for her/his own actions and behaviors, and practices
nursing within legal, ethical, and regulatory frameworks. Professional behaviors also include a
concern for others, as demonstrated by caring, valuing the profession of nursing, and
participating in ongoing professional development.
Upon completion of the associate degree nursing program, the graduate will:
1. Practice within the ethical, legal, and regulatory frameworks of nursing and standards of
professional nursing practice.
2. Report unsafe practices of healthcare providers using appropriate channels of
communication.
3. Demonstrate accountability for nursing care given by self and/or delegated to others.
4. Use standards of nursing practice to perform and evaluate patient care.
5. Advocate for patient rights.
6. Maintain organizational and patient confidentiality.
7. Practice within the parameters of individual knowledge and experience.
8. Describe political processes as they affect agency specific healthcare.
9. Participate as a member of professional organizations.
10. Serve as a positive role model within healthcare settings and the community at large.
11. Recognize the impact of economic, political, social, and demographic forces on the
delivery of healthcare.
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12. Participate in lifelong learning.
13. Develop and implement a plan to meet self-learning needs.
14. Delineate and maintain appropriate professional boundaries in the nurse-patient
relationship.
Communication
Communication in nursing is an interactive process through which there is an exchange of
information that may occur verbally, non-verbally, in writing, or through information
technology. Those who may be included in this process are the nurse, patient, significant support
person(s), other members of the healthcare team, and community agencies. Effective
communication demonstrates caring, compassion, and cultural awareness, and is directed toward
promoting positive outcomes and establishing a trusting relationship.
Therapeutic communication is an interactive verbal and non-verbal process between the nurse
and patient that assist the patient to cope with change, develop more satisfying interpersonal
relationships, and integrate new knowledge skills.
Upon completion of the associate degree-nursing program, the graduate will:
1. Utilize therapeutic communication skills when interacting with patients and significant
support person(s).
2. Communicate relevant, accurate, and complete information in a concise and clear
manner.
3. Report and document assessments, interventions, and progress toward patient outcomes.
4. Protect confidential information.
5. Utilize information technology to support and communicate the planning and provision
of patient care.
6. Utilize appropriate channels of communication to achieve positive patient outcomes.
Assessment
Assessment is the collection, analysis, and synthesis of relevant data for the purpose of
appraising the patient's health status. Comprehensive assessment provides a holistic view of the
patient, which includes dimensions of physical, developmental, emotional, psychosocial,
cultural,
spiritual, and functional status. Assessment involves the orderly collection of information from
multiple sources to establish a foundation for provision of nursing care, and includes
identification of available resources to meet patient needs. Initial assessment provides a baseline
for future comparisons that can be made in order to individualize patient care. Ongoing
assessment and reassessment are required to meet the patient's changing needs.
Upon completion of the associate degree-nursing program, the graduate will:
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1.
Assess the interaction patterns of the individual patient or significant support
person(s).
2.
Assess the impact of developmental, emotional, cultural, religious, and spiritual
influences on the patients’ health status.
3.
Assess the patient's health status by completing a health history and performing a
physical, cognitive, psychosocial, and functional assessment.
4.
Assess patient and significant support person(s) for learning strengths, capabilities,
barrier, and educational needs.
5.
Assess the patient's response to actual or potential health problems.
6.
Assess the patient's response to interventions.
7.
Assess the patient for changes in health status and identified needs.
8.
Assess the patient's ability to access available community resources.
9.
Assess the environment for factors that may impact the patient's health status.
10.
Assess the strengths, resources, and needs of patients within the content of their
community.
Clinical Decision Making
Clinical decision making encompasses the performance of accurate assessments, the use of
multiple methods to access information, and the analysis and integration of knowledge and
information to formulate clinical judgments. Effective clinical decision making results in finding
solutions, individualizing care, and assuring the delivery of accurate, safe care that moves the
patient and support person(s) toward positive outcomes. Evidence based practice and the use of
critical thinking provide the foundation for appropriate clinical decision making.
Upon completion of the associate degree-nursing program, the graduate will:
1. Make clinical judgments and management decisions to ensure provision of accurate and
safe care.
2. Analyze and utilize assessment and reassessment date to plan care.
3. Evaluate the effectiveness of care provided in meet patient outcomes.
4. Modify patient care as indicated by the evaluation of outcomes.
5. Participate in problem identification and data collection for research, quality control, or
improvement processes to meet patient outcomes.
6. Use evidence-based information, collected electronically or through other means to
support clinical decision-making.
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Caring Interventions
Caring interventions are those nursing behaviors and actions that assist patients in meeting their
needs. These interventions are based on a knowledge and understanding of the natural sciences,
behavioral sciences, nursing theory, nursing research, and past nursing experiences. Caring is the
"being with" and "doing for" that assist patients to achieve the desired results. Caring
behaviors are nurturing, protective, compassionate, and person-centered. Caring creates an
environment of hope and trust, where patient choices related to cultural values, beliefs, and
lifestyle are respected.
Upon completion of the associate degree-nursing program, the graduate will:
1. Protect and promote the patient's dignity.
2. Identify and honor the emotional, cultural, religious, and spiritual influences on the
patient's health.
3. Demonstrate caring behavior towards the patient, significant support person(s), peers,
and
other members of the healthcare team.
4. Provide accurate and safe nursing care in diverse settings.
5. Implement the prescribed care regimen within the legal, ethical, and regulatory
framework of nursing practice.
6. Perform nursing skills competently.
7. Provide a safe physical and psychosocial environment for the patient.
8. Assist the patient and significant support person(s) to cope with and adapt to stressful
events and changes in health status.
9. Assist the patient to achieve optimum comfort and functioning,
10. Prepare the patient and significant support person(s) for intervention, treatment
modalities,
and self-care.
11. Support the patient and significant support person(s) when making healthcare and end-oflife decisions.
12. Adapt care in consideration of the patient's values, customs, and/or habits.
Teaching and Learning
Teaching and learning processes are used to promote and maintain health and reduce risks, and
are implemented in collaboration with the patient, significant support person(s), and other
members of the healthcare team. Teaching encompasses the provision of health education to
promote and facilitate informed decision-making, achieve positive outcomes, and support selfcare activities. Integral components of the teaching process include the transmission of
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information, evaluation of the response to teaching, and modification of teaching based on
identified responses. Learning involves the assimilation of information to expand knowledge
and change behavior.
Upon completion of the associate degree-nursing program, the graduate will:
1.
Develop an individualized teaching plan based on assessed needs.
2.
Provide the patient and significant support person(s) with the information to make
choices regarding health.
3.
Teach the patient and significant support person(s) the information and skills needed
to achieve desired learning outcomes.
4.
Evaluate the progress of the patient and significant support person(s) toward
achievement of identified learning outcomes.
5.
Modify the teaching plan based on evaluation of progress toward meeting identified
learning outcomes.
6.
Provide assertive personnel with relevant instruction to support achievement of
patient outcomes.
Collaboration
Collaboration is the shared planning, decision-making, problem solving, goal setting, and
assumption of responsibilities by those who work together cooperatively, with open professional
communication. Collaboration occurs with the patient, significant support person(s), peers, other
members of the healthcare team, and community agencies. The nurse participates in the team
approach to holistic, patient-centered care across healthcare settings. The nurse functions as
advocate, liaison, coordinator, and colleague as team members work together to meet patient
needs and move the patient toward positive outcomes. Collaboration requires consideration of
patient needs priorities and preferences, available resources and services, shared accountability,
and mutual respect.
Upon completion of the associate degree-nursing program, the graduate will:
1.
Coordinate the decision making process with the patient, significant support
person(s), and other members of the healthcare team.
2.
Work cooperatively with others to achieve patient and organizational outcomes.
3.
Collaborate with the patient, significant support person(s), and other members of the
healthcare team to evaluate progress toward achievement of outcomes.
4.
Interact creatively and openly with others to solve problems to achieve patient goals
and outcomes.
Page 17 of 76
Managing Care
Managing care is the efficient, effective use of human, physical, financial, and technological
resources to meet patient needs and support organizational outcomes. Effective management is
accomplished through the processes of planning, organizing, directing, and controlling. The
nurse, in collaboration with the healthcare team, uses these processes to assist the patient to
move toward positive outcomes in a cost efficient manner, to transition within and across
healthcare settings, and to access resources.
Upon completion of the associate degree-nursing program, the graduate will:
1. Prioritize patient care.
2. Coordinate the implementation of an individualized plan of care for patients and
significant support person(s).
3. Facilitate the continuity of care within and across healthcare settings.
4. Delegate aspects of patient care to qualified assistive personnel.
5. Supervise and evaluate the activities of assistive personnel.
6. Adapt the provision of patient care to changing healthcare settings and management
systems.
7. Assist the patient and significant support person(s) to access available resources and
services.
8. Implement nursing strategies to provide cost efficient care.
9. Demonstrate competence with current technologies.
Source: Coxwell, G. & Gillerman, H. (Eds.). (2000). Educational Competencies for Graduates
of Associate Degree Nursing Programs. (Council of Associate Degree Nursing Competencies
Task Force: National League for Nursing). Sudbury, Mass.: Jones and Bartlett Publishers.
Page 18 of 76
IV. CURRICULUM PLAN and OPTIONS
A. CURRICULUM DESIGN
In order to support the philosophy and outcomes of the Nursing Program, the broad based
curriculum design includes general education courses in the physical social and behavioral
sciences arts and humanities and established nursing concepts and interventions (nursing
science). This mix provides the framework and means for the acquisition of knowledge and skills
for nursing practice competencies in the three major interrelated roles of Associate Degree
nursing practice. In addition the inclusion of general education courses promotes and supports
the acquisition of a quality education and intellectual achievement in a community of scholars,
prepares students to be responsible citizens and promotes a knowledge of global issues.
B. PROGRAM SEQUENCE and ADMISSION REQUIREMENTS
PLEASE NOTE: All prerequisites and all developmental courses must be completed prior to
admission to the clinical nursing program.
Nursing/RN
Associate of Applied Science Degree
The Associate of Applied Science Degree program in Nursing prepares students for entry-level positions
in nursing and to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
The program is licensed by the New Jersey Board of Nursing and accredited by the National League for
Nursing Accrediting Commission. The course of study is designed as a career program, although
graduates may wish to continue studies for a baccalaureate degree in nursing at a four-year institution.
Credits earned are applied in whole or in part to the upper division program depending on the policies of
the institution to which application is made. Articulation agreements which enhance this process are in
effect with numerous colleges and universities.
The nursing program includes nursing courses, general education courses and clinical experiences. These
experiences are in varied health care settings in acute care, sub-acute and long term care and community
based care, under the supervision of nursing faculty. In addition, students practice nursing intervention
skills in the fully equipped college laboratory. Evening and day sections are available.
Students may enter the program in one of three ways: Generic Program, Advanced Standing for
Foundations of Nursing or Practical Nurse/Associate Degree Option or Transfer.
Page 19 of 76
Since this is a rigorous program, students with weak basic skills or no previous college-level experience
may require a longer period of time to complete the program. In order to progress through the program, a
grade of 75 percent or better in all nursing courses, a grade of “C” or better in all science courses, and
satisfactory clinical evaluations are required. Nursing policy states that two grades of D, F, W or AU in
any required science courses or nursing courses will make a student ineligible to continue in the nursing
program. An exit exam to identify readiness for licensure is required in the final semester. Students must
attain a successful level of achievement on this exit exam to become eligible to register for NCLEX-RN.
All students enrolled in clinical nursing courses must have a yearly health maintenance survey by their
health care practitioner and maintain current liability insurance and BLS-Healthcare Provider CPR
certification while in the program.
Licensure for the practice of professional nursing is regulated by the New Jersey Board of Nursing.
Limitations to NCLEX-RN testing, licensure and professional practice may occur for actions or pending
actions against any licenses currently held or surrendering of any license, arrest, indictment or conviction
for violation of any law or regulation within the last ten years, including motor vehicle offenses, such as
driving while impaired or intoxicated.
Graduates are able to:



provide client-centered holistic nursing care across the lifespan by responding to
evidenced wellness states.
manage and coordinate care for individuals, groups and families experiencing
disruptions in wellness states.
practice as a member within the profession of nursing.
Page 20 of 76
Curriculum for AAS Generic Program in Nursing
Course Prerequisite
BIOL-124
BIOL-125
Credits
4
4
Human Anatomy & Physiology I1
Human Anatomy & Physiology II1
Mathematics Proficiency7
Technological Competency8
ATI- TEAS ( Entrance Test)9
Overall college GPA of 2.75 or higher
Reading and Writing Proficiency10
First Year-First Semester – Fall
ENGL-111
English Composition I
NURS-101
Foundations of Nursing1,6
NURS-016
Pharmacology Calculations Lab2,6
FITN-115
Dynamics of Fitness & Wellness5
Second Semester - Spring
ENGL-112
English Composition II
PSYC-103
Introduction to Psychology
NURS-111
Nursing of Adults I1,6
Second Year-First Semester - Fall
NURS-122
Psychiatric Mental Health Nursing1,6
NURS-123
Nursing of Adults II1,6
Humanities3
BIOL-133
Principles of Microbiology1
SOCI-101
Introduction to Sociology
Second Semester - Spring
NURS-124
Nursing of Families with Children1,6
NURS-125
Nursing of Childbearing Family1,6
NURS-211
Trends in Nursing1,6
Free Elective4
3
9
2NC
1
3
3
9
4
4
3
4
3
Total Credits
1A
2
4
4
3
3
68
grade of “C” or better is required in all Science and Clinical Nursing courses.
Students who pass the Pharmacology Calculations Lab Placement test are exempt from this course.
3 Select
a course from the appropriate category of the General Education list. Current Moral and Social Issues (PHIL-106)
is the preferred Humanities course.
4 Any
course offered at the College not required within your program.
5 Elements
of Physical Fitness (FITN-142) or Exercise Physiology (FITN-146-pre-req Human Biology) may be substituted
6 Enrollment
in these courses is restricted to students formally admitted to the Nursing Clinical Courses. All other courses
are open and should be taken by students waiting for admission to the Nursing Clinical Courses.
7 Mathematics
Proficiency – This degree requires a minimum math proficiency through Elementary Algebra (MATH-020).
8 Select
a course from the appropriate category of the General Education list. Technological Competency may also be met
by passing the Technological Competency test (no credit). **NOTE: Technological Competency must have been
demonstrated within the last seven years.
9
The ATI Test of Essential Academic Skills (TEAS) is required of all applicants. Scores will be used to determine admission.
(www.atitesting.com)
10 Complete any developmental courses required in reading and writing, including ESL (English as a Second Language)
courses.
Admission requirement (s): Complete RVCC application including proof of high school completion or GED, transcripts from all
colleges attended, and signed Acknowledgement Form from the Nursing packet. Applicants must have completed all prerequisites
and the required nursing entrance test (ATI -TEAS), and submit proof of residency for Somerset or Hunterdon County before
applying to the clinical courses. All applicants will be evaluated and given a ranking score based on their overall GPA, A&P grades,
and ATI- TEAS scores. The highest scoring students will be offered admission first.
Page 21 of 76
Associate of Applied Science Degree - PNAD Option in Nursing
The Associate of Applied Science Degree program in Nursing (PN/AD Option) prepares
graduates of Practical Nursing programs who want to advance their educational preparation to
take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
Graduates are prepared for an entry-level position as a registered nurse. The program is licensed
by the New Jersey Board of Nursing and accredited by the National League for Nursing
Accrediting Commission. The course of study is designed as a career program, although
graduates may wish to continue their studies for a baccalaureate degree in nursing at a four-year
institution. Credits earned are applied in whole or in part to the upper division program
depending on the policies of the institution to which application is made. Articulation agreements
which enhance this process are in effect with numerous colleges and universities.
The nursing program includes nursing courses, general education courses and clinical
experiences. These experiences are in varied health care settings in acute care, sub-acute and
long term care and community based care under the supervision of nursing faculty. In addition,
students practice nursing intervention skills in the fully equipped college laboratory.
The program requires one summer session (NURS 130: Nursing Transition) and one year of
study. All developmental courses and Anatomy and Physiology I and II must be completed with
a grade of “C” or better and an overall 2.75 GPA is required for admission into Nursing
Transition. Due to its concentrated and rigorous design, it is recommended that students devote
themselves full-time for study and preparation. In order to progress through the program, a grade
of “C” or better in all nursing and science courses and satisfactory clinical evaluations must be
achieved. Nursing policy states that two grades of D, F, W or AU in any required science courses
or nursing courses will make a student ineligible to continue in the nursing program. Nursing
clinical courses must be taken in an unbroken sequence. If there is a break in sequence, the
student must request re-admission into the program with re-entry on a space available basis. This
is a rigorous program. Students with weak basic skills or no previous college-level experience
may require a longer period of time to complete the program. All students must have a yearly
health maintenance survey by their health care practitioner and maintain current liability
insurance while in the program.
Licensure for the practice of professional nursing is regulated by the New Jersey Board of
Nursing. Limitations to NCLEX-RN testing, licensure and professional practice may occur for
substance/alcohol abuse or violation and conviction of any federal or state law involving moral
turpitude or relating adversely to the nursing profession.
Graduates are able to:



provide client-centered holistic nursing care across the lifespan by responding to
evidenced wellness states.
manage and coordinate care for individuals, groups and families experiencing
disruptions in wellness states.
practice as a member within the profession of nursing.
Page 22 of 76
Page 23 of 76
Curriculum for AAS - PNAD Option
Transfer credits from LPN education 15 Credits
Prerequisite Courses
85 average (3.25 GPA) from LPN program
BIOL 124 - Human Anatomy & Physiology I
BIOL 125 - Human Anatomy & Physiology II
Mathematics Proficiency 4
Technological Competency 5
Overall college GPA of 2.75 or higher
Reading and Writing Proficiency 6
Required Entrance Exam 7
4 Credits 1
4 Credits 1
Summer Transition Session
NURS 130 - Nursing Transition
ENGL 111 - English Composition I
PSYC 103 - Introduction to Psychology
6 Credits 1,3
3 Credits
3 Credits
Fall Semester
NURS 123 - Nursing of Adults II
NURS 122 - Psychiatric Mental Health Nursing
ENGL 112 - English Composition II
BIOL 133 - Principles of Microbiology
FITN 115 - Dynamics of Fitness & Wellness
4 Credits 1,3
4 Credits 1,3
3 Credits
4 Credits
1 Credit
Spring Semester
NURS 125 - Nursing Care for the Childbearing Family
NURS 124 - Nursing of Families with Children
Humanities
NURS 211 - Trends in Nursing
SOCI 101 - Introduction to Sociology
4 Credits 1,3
4 Credits 1,3
3 Credits 2
3 Credits 3
3 Credits
Total Credits 68
1
A grade of “C” or better is required in all Science and Clinical Nursing courses.
Select a course from the appropriate category of the General Education list. Current Moral and Social Issues (PHIL 106 ) is the preferred
Humanities course.
3 Enrollment in these courses is restricted to students formally admitted to the Nursing Clinical courses. All other courses are open and should
be taken by students waiting for admission to the Nursing Clinical courses.
4 Mathematics Proficiency - This degree requires minimum math proficiency through Elementary Algebra (MATH 020 ).
5 Select a course from the appropriate category of the General Education list. Technological Competency may also be met by passing the
Technological Competency test (no credit). **NOTE: Technological Competency must have been demonstrated within the last seven years.
6 Complete any developmental courses required in Reading and Writing, including ESL (English as a Second Language) courses.
7 Refer to the Health Science Education website, http://www.raritanval.edu/academics/dept/hs/index.html.
2
Admission requirement(s): Complete RVCC application including proof of high school completion or GED, transcripts from all colleges
attended, transcript from LPN school verifying 85% average or 3.25 GPA, and signed Acknowledgement Form, Work History Form, and LPN
Program Recommendation Form from the PNAD packet. Applicants must have completed all prerequisites before applying to the clinical
courses. Entrance testing will be required. Graduation from a practical nursing program within five years of application with at least six
months full time work experience as an LPN or, if graduated more than five years ago, the applicant must have worked at least three out of
the last five years as an LPN, and provide a recommendation from the current or most recent employer. Students who submit proof of
residency for Somerset or Hunterdon County are given priority placement.
Page 24 of 76
C.
ADVANCED STANDING OPTIONS IN THE NURSING PROGRAM
1) Challenge Examination Option: Credit by Examination
Applicants who have been fully accepted for admission into the nursing program and who fall into the
categories identified below are eligible to take the Foundations of Nursing (NURS 101) Challenge
Examination:



Licensed Practical Nurses
Former diploma school nursing students with at least one year of clinical study completed
Military Corpsmen
Objectives of Advanced Standing: Credit by Examination:


Acknowledge prior learning by providing an opportunity for students to obtain advanced
standing for Foundation of Nursing (NUSR 101)
Provide members of the community with an alternative entry into the nursing program
which varies from the traditional generic nursing program
Applicants who achieve a satisfactory grade on each exam component of the Challenge Exam are exempt
from the first nursing course (NURS 101: Foundations of Nursing – 9 credits). After successfully passing
written and practical examinations, and the Pharmacology Clinical Calculations Placement Test, students
are admitted to the nursing program, receive 9 credits for Foundations of Nursing and subsequently enroll
in Nursing Seminar (NURS 015) during the fall semester. Nursing Seminar: NURS 015 is designed to
assist students in reviewing content from Foundations of Nursing in order to prepare them to enter Nursing
of Adults I: NURS 111 in the spring semester.
Following admission into the nursing program, students must take the New Jersey Basic Skills Test and
complete all remedial course work prior to continued enrollment in a clinical nursing course.
2) Advanced Standing: Transfer Credit for Nursing Courses
Students may receive transfer credit for nursing courses taken in other schools by completing the Request
for Transfer Credit form, available from the Admissions Department. A college transcript must accompany
the request. This enables the nursing faculty to compare the content of the nursing course for which transfer
credit is being requested to the Raritan Valley Community College course to be sure that the content is
consistent. Evaluation of previous nursing coursework at other institutions is accomplished by an
evaluation of submitted course materials by Nursing Department Course Coordinators to determine
congruence with courses in the current nursing program Courses taken at Diploma Schools of Nursing are
considered for transfer credit if they were taken in conjunction with an accredited college at the time the
student was enrolled. This procedure allows for evaluation of each nursing course to ensure that the
transfer applicant has a body of knowledge that is consistent with that of other students in the Raritan
Valley program. The most recently completed nursing course for which transfer credit is requested must
have been completed within the preceding two years in order to be considered.
Page 25 of 76
3) Advanced Standing: Transfer Credits for General Education Courses
Students may receive credit for previous academic course work completed at accredited post-secondary
institutions. An official college transcript must be sent to the Admissions office at the time of application.
Raritan Valley Community College will accept up to 45 transfer and/or advanced standing credits toward a
degree program. A student must be enrolled in a degree program prior to any evaluation. Students will
receive official notice of accepted credits from Enrollment Services once the evaluation is made.
D)
AAS to BSN DUAL ADMISSION ARTICULATION TRACT
The dual admission AAS to BSN articulation track will provide a seamless program transition for RVCC
nursing students to continue on towards their BSN with completion attained in four years. The BSN is a
125-credit, upper division program with nursing and support courses offered at RVCC taught by Kean
University – School of Nursing faculty. Students will apply to Kean University during the Spring semester
of Year One (1) and will be matriculated as intended nursing majors at Kean University. As intended
majors, students may be eligible for enrollment in the Kean University foundational level courses of NURS
3000 and NURS 3010 during the summer of their first completed year in the RVCC- AAS nursing program
and may continue in select Kean University BSN courses until the completion of the RVCC – AAS nursing
program. Students will be enrolled as full majors in the BSN Program at Kean University upon the
successful completion of their AAS degree in nursing and the National Council Licensure Examination for
Registered Nurses (NCLEX-RN). Financial aid will be directed to RVCC for the first two years; after
which financial aid will be directed to Kean University. In order to fully participate in the AAS – BSN Dual
Admission Program, RVCC students must have completed NURS 101: Foundations of Nursing and NURS
111: Nursing of Adults 1 with a minimum grade of B.
For more information about the Dual Admission AAS to BSN Track, please contact Dr. Kathi Neville at
kneville@kean.edu or call at 908 526-1200 ext 8917. The Kean University-School of Nursing office is
located in Somerset Hall, first floor, opposite The University Center near the Library.
http://www.raritanval.edu/academics/univcen/kean.html
Page 26 of 76
V. MODES OF TEACHING & LEARNING
A. FIRST YEAR
1. Classroom Instruction
2. College Learning Laboratory
3. Faculty Supervised Clinical Practice Experiences
4. Computer–Assisted Technology
5. Media Center Resources
6. Low-fidelity Patient Simulation Exercises
This includes experiences in a variety of health care facilities and in the community.
B. SECOND YEAR
1.
2.
3.
4.
5.
6.
7.
Classroom Instruction
College Learning Laboratory
Honors Sections
Computer-Assisted Technology
Media Center Resources
High-fidelity Patient Simulation Exercises
Faculty Supervised Clinical Practice Experiences
This includes experiences in a variety of health care facilities and in the community
with Service Learning opportunities. For more specific information see individual course
syllabi.
C. SERVICE LEARNING PROJECTS
Learning and service are closely intertwined at Raritan Valley Community College in a
program called Service Learning. By successfully creating a required Service Learning
Project, second year students are offered a unique opportunity to work directly within the
community in their final semester of the nursing program in their Trends of Nursing
course. Each year, community agencies become more and more aware of our Trends
projects, and have contacted us to solicit help in creating and disseminating information
into the community. Students develop critical thinking skills, individuality and civic
pride by partnering with community businesses, schools and agencies.
D. HONORS OPTION COURSES
All clinical courses in the second year offer Honors Options opportunities. Students
engage in enriched and expanded clinical/class activities and projects utilizing an
organized plan and objectives. In order to participate, students must have a 3.0 GPA,
express an interest in the nursing specialty and apply for acceptance into the Honors
Options section.
Page 27 of 76
E. ASSESSMENT TECHNOLOGY INSTITUTE (ATI) TESTING RESOURCES
In accordance with current evidence-based practice literature on NCLEX-RN success, preassessment and exit exams are required. After careful review, the nursing faculty at RVCC has
selected the testing resources from Assessment Technologies Institute (ATI). The testing
resources available from ATI, which are purchased prior to attending the nursing orientation
program, are used to assess the student’s specific content mastery throughout the nursing
program in addition to assessing their comprehensive knowledge base prior to graduation. ATI
provides students with tools to identify areas where additional academic work is needed and to
support student success throughout the nursing program. Students will use the results of these
ATI tests to validate their strengths and identify areas in need of improvement. Students can
access their test results and take non-proctored exams at http://www.atitesting.com.
ATI Progression Testing Policy:
All students are required to take the ATI test related to the specific course content at the end of
each nursing clinical course. Each course syllabus will have identified ATI policies.
(Please refer to Appendix IV for the ATI Progression Testing Policy)
ATI Comprehensive Predictor Examination Policy:
Students are required to obtain the required minimum score on the proctored ATI
Comprehensive Exit Examination at the end of the nursing program before their name can
be released to the Board of Nursing to begin the NCLEX - RN licensure process .The ATI
Comprehensive Predictor Exam is an exam used to predict success on the NCLEX. The multiplechoice test is an accurate way to measure NCLEX - RN preparedness. (Please refer to page 39 of
this DOCUMENT for more information)
VI. CLINICAL EXPERIENCES
A. ASSIGNMENT TO A CLINICAL GROUP
Students register for all clinical sections through the regular registration process. The New Jersey
Board of Nursing requires that no more than 10 students be assigned to a clinical group with one
instructor. When a potential for conflict and/or potential HIPAA violation exists, faculty
reserves the right to reassign students to another facility.
B. CRIMINAL HISTORY BACKGROUND CHECKS and DRUG TESTING
Clinical agencies mandate criminal history background checks (CHBC) and urine drug screening
for all individuals engaged in patient care. Therefore all students must undergo criminal
background checks and urine drug screening. The purpose of this evaluation is to ensure the
safety of patients, visitors, employees, and the general public. These checks are conducted by an
external vendor and the information is sent to the College and to clinical agencies. The
Chairperson of the HSE Department and Clinical Agency personnel will evaluate the information
they receive and, in their sole discretion, make the final determination as to each student’s ability
to continue to engage in patient care in their agency. If a student is denied clinical placement by
any clinical agency due to criminal history information and/or drug screening, that student will
be unable to continue in the nursing program at RVCC.
Page 28 of 76
C. CLINICAL SITES FREQUENTLY USED
A wide variety of clinical sites throughout the state are used to achieve clinical objectives.
Clinical times, days and sites are subject to change without notice based on availability of
clinical sites and faculty. Faculty will attempt to notify students about these changes as soon as
possible, but there may be times when there is no advance notice. (See Pages 59-61)
D. TRAVEL ARRANGEMENTS FOR CLINICAL EXPERIENCES
All students are required to travel during a portion of their clinical experiences due to
restrictions in numbers imposed by the cooperating hospitals and by curriculum. No changes in
clinical assignment can be made unless the student requesting a change can find a student
in the alternate hospital to switch places. These changes must be made prior to Monday of
the first clinical week. Students admitted late in the distant clinical sites may find it useful to
car-pool. Car-pooling is mandatory for parking at some facilities. Parking fees are the
responsibility of the student. Students who are unable to arrange to attend clinical practice in the
assigned facility and cannot make arrangements to "switch" will be unable to continue in their
studies. Such students are requested to inform the Course Coordinator during the first week of
Foundations of Nursing, so that a waiting list student can be offered their space.
E. STUDENT ILLNESS
If you are unable to attend clinical experience, follow guidelines given by clinical faculty for that
experience.
F. EMERGENCY CONTACT FOR STUDENTS
Contact of students while on the school campus and at the clinical setting is not possible through
the Nursing Program office. Please note that it is the responsibility of the student to give the
proper contact information to those who will need to reach you in case of EMERGENCY. Cell
phone use is prohibited during all classroom, lab and clinical sessions except in cases of
extreme emergency.
G. UNIFORM POLICY FOR THE CLINICAL LABORATORY EXPERIENCE
The nursing faculty at RVCC believes that professionalism begins with appearance and attire.
The RVCC Uniform Policy is formulated to ensure high standards of dress and appearance that
represent RVCC to area hospitals and community settings. The values of asepsis, patient safety
and patient sensitivity are also incorporated into the policy.
Uniforms are purchased by each student, as noted below. Uniform shirts, pants, and lab coats
are REQUIRED to be purchased online from Meridy’s Uniforms @ www.meridys.com.
Maternity sizing issues should be called into Meridy’s customer service number @ 1-800-2379164. All additional personal items must meet the following guidelines developed by the faculty.
1.
2.
3.
4.
5.
6.
White cotton “scrub “ shirt with gold sleeve trim with RVCC logo embroidery
Hunter green uniform pants to the ankle/shoe length
Hunter green short lab jacket with RVCC logo embroidered on left breast pocket
Shoes: Clean white oxford type shoes are to be worn by both men and women. No clogs,
sandals or slippers. Sneakers, if worn, must be all white and washable
Stocking/Socks: White, non-textured
Undergarments: Must not be visible. White or beige and in an appropriate style
Page 29 of 76
7.
8.
9.
10.
11.
12.
13.
14.
15.
Hair must be up off the collar, away from the eyes and neatly contained. No bows, large
barrettes or combs
Beards/Mustaches: Clean, well groomed and appropriate length and style for patient care
No tattoos should be visible
Jewelry:
* A plain watch with a sweep second hand is required
* One wedding ring is permitted
* One pair of plain small earrings limited to the earlobe is permitted
* No other jewelry is to be worn
* No other piercing such as tongue, nose, ring, face, eyebrow, ear
cartilage, etc. will be permitted
Make-up: A light amount of make-up is acceptable. Strong smelling perfumes, colognes
or aftershave are not to be worn.
Fingernails should be short, clean and well manicured. Clear or light colored nail polish
is acceptable. ACRYLIC OR ARTIFICIAL NAILS ARE NOT PERMITTED
Proper Identification is a requirement for both RVCC and clinical facilities. Photo
ID/Hospital ID badges MUST be worn. Photo ID badges are obtained in the College
Center and must be updated each semester.
MANDATORY EQUIPMENT: All students must purchase their individual Nursing
Skills Lab Nurse Pack for NURS 101 and NURS 111 from the RVCC Bookstore.
Faculty will monitor the appearance of students, and will determine if their appearance is
appropriate for patient care. Faculty reserve the right to ask a student to leave the clinical
area if their appearance is not in conjunction with this uniform policy.
Page 30 of 76
H. CLINICAL EVALUATION OF STUDENT PERFORMANCE
The faculty believes that the purpose of evaluation is to assess clinical performance as measured
by stated clinical objectives. The expectation is that students will give evidence of increasing
competency as they progress through the program. Students are expected to show evidence
of retention of previous learning carrying out increasingly skillful assessment and
intervention. The evaluation process is formative, occurring throughout the experience, and
summative which is evident at the conclusion of the experience. The clinical instructor is
responsible for evaluating student performance in the clinical area. Faculty has the expertise to
determine which behaviors constitute acceptable nursing practice, satisfactory, unsatisfactory or
unsafe. These evaluations will be based upon the objectives for each clinical course as listed in
its clinical evaluation tool.
SCALE LABEL
STANDARD
PROCEDURE
QUALITY OF PERFORMANCE
ASSISTANCE
Independent
“I”
Safe & accurate
Each time
Proficient, coordinated;
Confident. Occasional
Expenditure of excess
Energy
Without
Supporting cues
*Effect & Affect
Each time
Within an expedient time
Period
Safe & accurate
Each time
Efficient, coordinated,
Confident. Some
Expenditure of excess energy
Effect & Affect
Each time
Within a reasonable time
Period
Safe & accurate
Each time
Skillful in parts of behavior
Inefficient & uncoordinated
Effect & Affect
Most of the time
Expends excess energy
Within a delayed time period
Safe but not alone
Performs at risk
Accurate-not
Always
Unskilled; inefficient
Considerable expenditure of
Excess energy
Effect & Affect
Occasionally
Prolonged time period
Unsafe
Unable to demonstrate procedure behavior
Unable to
Demonstrate
behavior
Lacks confidence, coordination,
Efficiency
Supervised
“S”
Assisted
“A”
Marginal
“M”
Dependent
“D”
X
Occasional
Supportive cues
Frequent verbal
And occasional
Physical
Directive cues in
Addition to
Supportive cues
Continuous verbal and
Frequent physical
Cues
Continuous verbal
And physical cues
Not observed
Bondy, K.N. (1983). Criterion-referenced definitions for rating scales in clinical evaluations,
Journal of Nursing Education. , 22 (9), 376-382.
Page 31 of 76
First -year clinical courses: In order to meet clinical practice requirements and pass the
course, students must demonstrate clinical competence at the assisted (A) level or higher in
learning outcomes 1 thru 3 of the specific course clinical evaluation tool. For learning
outcomes 4 thru 12 which encompass the affective domain criteria of the clinical evaluation
tool, clinical competence at the satisfactory or higher level must be achieved.
Second -year clinical courses: In order to meet clinical practice requirements and pass the
course, students must demonstrate clinical competence at the supervised (S) level or higher
in 80% of learning outcomes 1 thru 3 of the specific course clinical evaluation tool. For
items 4 thru 12, which encompass the affective domain criteria of the clinical evaluation
tool, clinical competence at the satisfactory or higher level must be achieved
Affective Domain Tool
PLEASE NOTE: Below is an Affective Domain section of a sample Clinical Course Evaluation
tool. Actual course evaluations are tailored to evaluate nursing knowledge learned in that course.
1. Dependability/Responsibility
Students follows directions accurately and clarifies them assertively when they are unclear.
Student is punctual with assignments and assigned learning activities.
______Exceeds Expectations: Assumes full responsibility, is self directed and rarely requires
prompting. Punctual with written assignments and assigned learning activities.
______ Satisfactory: Generally assumes responsibility, freely collaborates with instructor.
Punctual with written assignments and assigned learning activities.
______ Unsatisfactory: Requires close supervision and frequent prompting. Tardy with
written assignments and assigned learning activities.
2. Judgment
Students will make decisions based on their level of knowledge, preparation and skills. Makes
choices that are sound, integrating theoretical principles with clinical practice.
______ Exceeds Expectations: Consistently identifies level of knowledge, preparation and
skills. Makes choices that are sound.
______ Satisfactory: Generally identifies level of knowledge, preparation and/or skills. Makes
sound choices.
______ Unsatisfactory: Frequently does not identify level of knowledge, preparation and
skills. Does not make sound choices.
Page 32 of 76
3. Initiative
Students are expected to take an active part in their learning. It is their responsibility to evaluate
this growth independently and/or with the assistance of the instructor to determine learning
needs, set objectives and seek additional learning experiences to achieve learning objectives.
______Exceeds Expectations: Consistently determines learning needs, sets objectives and
seeks additional learning experiences. Exhibits self-direction and initiates creative ideas and
solutions.
______ Satisfactory: Generally determines learning needs, sets objectives and seeks additional
learning experiences. Seeks assistance when needed.
______ Unsatisfactory: Frequently lacks insight into own strengths and weaknesses and
requires direct supervision. At times, not able to assume responsibility for learning objectives.
Often lacks the ability to determine learning needs, sets objectives. Does not seek additional
learning experiences.
4. Ethics and Integrity
The student will demonstrate professional behavior as defined by the ANA Code of Ethics. The
student exhibits concern for the dignity and welfare of others by speaking and behaving
respectfully. Honesty and integrity are displayed by demonstrating responsibility for one's own
actions. All communication pertaining to care will be treated in a confidential manner both inside
and outside the c1inical laboratory.
______Exceeds Expectations: Consistently exhibits concern for the dignity and welfare of
others. Ensures patient's right to confidentiality. Maintains forthright and honest behavior and
follows the ANA Code of Ethics.
______Satisfactory: Generally displays forthright and honest behavior and follows the ANA
Code of Ethics. Generally recognizes the importance of dignity and welfare of others.
Safeguards patient's right to confidentiality, but sometimes uncertain about what information is
confidential.
______Unsatisfactory: Disregards dignity and welfare of others. Careless about patient's right
to confidentiality, openly discussing it in inappropriate settings. At times is not forthright and
honest and disregards the ANA Code of Ethics.
5. Interpersonal Re1ationships:
Positive interpersonal relationships are essential in providing nursing care. Students aT: expected
to communicate empathy and compassion while identifying and responding to patients' needs.
______Exceeds Expectations: Exceptionally skillful in forming positive interpersonal
relationships with patients which reflect empathy and compassion. Always identifies and
responds to patients' needs.
______Satisfactory: Demonstrates effective interpersonal relationships with patients which
usually reflect empathy and compassion and caring. Generally identifies and responds to
patients' needs.
______Unsatisfactory: Interactions often lack empathy and compassion. Own needs frequently
take precedence over those of patients.
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6. Cooperation/Collaboration
The student is expected to establish effective professional working relationships with the
members of the health care team. This requires an accurate understanding of ro1e of nursing and
the ability to communicate effectively with the health care team.
______Exceed Expectations: Freely demonstrates a willingness to interact with others.
Receptive to sharing ideas and relevant information.
______Satisfactory: Generally receptive to working with others and to sharing relevant
information and ideas.
______Unsatisfactory: Frequently hesitate to work with others. At times resists sharing of ideas
and is not receptive to input from others.
I. CLINICAL PRACTICE REPORTS
Clinical instructors will utilize tools to assist the student who has demonstrated behaviors
consistent with unsatisfactory or unsafe clinical practice. Copies of the UNSATISFACTORY
CLINICAL PRACTICE REPORT and the UNSAFE CLINICAL PRACTICE REPORT follow.
“Unsatisfactory Clinical Performance”: The purpose of clinical evaluation is to assess
clinical performance as measured by the stated clinical objectives. Evaluation is the sole
responsibility of the clinical instructor, since she or he alone observes you on a continuing basis.
If your performance is unsatisfactory, a written unsatisfactory clinical performance evaluation
form will be issued by the clinical instructor and reviewed with the student. A clinical absence is
also considered “unsatisfactory performance”. This will include clinical objectives in question,
specific behaviors which have been unsatisfactory, and a recommended plan for improvement.
If students fail to satisfactorily complete the clinical objective(s) by the end of the course, they
shall receive a failing grade for the course. Students have the right to appeal through the college
grade appeal process.
“Unsafe Clinical Performance”: If students demonstrate UNSAFE behaviors in the clinical
area, they may be dismissed from the clinical setting and the nursing program by the clinical
instructor. Unsafe is defined as performance in the clinical setting which endangers the safety or
welfare of the patient(s), instructor, staff or student peers. Along with standards applicable to
first year nursing courses, unsafe clinical performance also includes breach of confidentiality,
boundary violations, and dual relationships. The unsafe clinical performance evaluation is the
responsibility of the clinical instructor and is based upon documented clinical behaviors. Clinical
faculty has the expertise to determine unsafe behaviors in the clinical area. Students have the
right to appeal this decision through the college grade appeal process.
Students may be withdrawn from the program based on the behaviors or pattern of
behaviors documented in the Unsatisfactory/Unsafe Clinical Practice Report. Students who
demonstrate unsafe behaviors in the clinical area may be dismissed from the clinical setting
and the Nursing Program by the clinical instructor.
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NURSING PROGRAM
UNSATISFACTORY CLINICAL PRACTICE REPORT
Student: _______________________________ Clinical Course: _________________________
Semester: ______________________________ Date: ________________________
This is to inform you that your current clinical practice indicates a pattern of behaviors that
demonstrate unsatisfactory clinical practice.
Clinical Objectives Not Met:
Observed Behaviors
Plans for Improvement and Time Schedule:
Student's Comments:
_______________________________
Clinical Instructor's Signature (Date)
_______________________________
Student’s Signature (Date)
cc: Chairperson
Course Coordinator
Clinical Instructor
Student
Page 35 of 76
NURSING PROGRAM
UNSAFE CLINICAL PRACTICE REPORT
Student: _______________________________ Clinical Course:_________________________
Semester:______________________________ Date:_________________________________
This is to inform you that your current clinical practice indicates behaviors that
demonstrate unsafe clinical practice.
Clinical Objective(s) Violated:
Observed Behavior(s)
Consequences of this Behavior:
Student's Comments:
_______________________________
Clinical Instructor's Signature (Date)
_______________________________
Student's Signature (Date)
cc: Chairperson
Course Coordinator
Clinical Instructor
Student
Page 36 of 76
VII. LEARNING LABORATORY POLICY
Student must register for a Learning Lab section at the time of registration for the following
courses: NURS 101(Foundations of Nursing), and NURS 111 (Nursing of Adults 1).
When a lab section is filled, changes cannot be made unless a seat opens.
Section sizes are determined by faculty contracts and room size, which cannot be exceeded.
NOTE: Students who have missed two Learning Labs (or have not passed two
required Learning Labs) will not be permitted to attend their scheduled clinical laboratory
experience until these deficiencies are corrected. The student's ability to continue the
course of study is in jeopardy at this point. These will be considered unexcused clinical
absences.
You are expected to spend time in independent study in preparation for Learning
Lab. Minimal prep time is 2 hours for each hour of lecture time and one hour of prep time for
each hour of clinical and learning lab time. You will be required to sign in and out of the
learning lab in order to document time spent in independent study.
VIll.
PROGRAM REOUIREMENTS
A. HEALTH MAINTENANCE and IMMUNIZATION POLICY
A Health Maintenance Record must be completed by a private physician or nurse practitioner
and submitted to the HSE Student Services Specialist by the designated due dates as indicated on
the specified form. All students are required to complete a yearly Health Maintenance Record.
Since this is part of our contractual agreement with the clinical agencies, STUDENTS WILL
NOT BE PERMITTED TO CONTINUE ATTENDING CLINICAL ROTATIONS UNTIL
THE COMPLETED FORM IS SUBMITTED. Students who are missing any part of the
Health Maintenance & Immunization form will not be allowed to continue in the clinical
practice area until clinical clearance from the HSE Student Services Specialist is obtained.
In addition to the completed Health Maintenance & Immunization form, “Clinical
Clearance” also requires that the student to possess a valid policy for Professional Liability
Insurance. (See Appendix I for Health Maintenance & Immunizations Requirements)
PLEASE NOTE: Any student who has NOT submitted completed forms and documents by
the stated deadlines will be withdrawn from their classes. A late processing fee may also be
applied.
Pregnancy: While pregnancy is considered a healthy life event, clinical nursing may expose the
mother and unborn fetus to harmful conditions. Harmful conditions may be present in some, but
not all, clinical placements. Please refer to: Alex, M.A. (2011) Occupational Hazards for
Pregnant Nurses, American Journal of Nursing 111, pp 28-37. It is the student’s responsibility
to inform the clinical instructor as soon as pregnancy is suspected and/or confirmed.
Appropriate selection of cases during clinical experiences may or may not be available. It is also
the student’s responsibility to obtain medical clearance from a primary care physician and/or
obstetrician or midwife. Medical clearance means that it is safe for the student to participate in
clinical activities and what, if any accommodations are needed. Written clearance should
identify the pregnancy diagnosis, any limitations, be signed by a licensed health care
Page 37 of 76
professional and turned into the Nursing Student Services Specialist. This medical clearance
needs to be obtained within 1 week of the confirmation of the pregnancy. Failure to notify
clinical faculty and Nursing Student Services Specialist in a timely manner may result in risks to
the pregnancy that could be avoided if the presence of a pregnancy was known. It is the student’s
informed decision as to whether to continue in the program during a pregnancy.
B. ATTENDANCE POLICY
It is expected that students will attend all assigned theory classes, learning laboratories and
clinical rotations in health care facilities. Absences in any of these areas may impede the
student's progress. When a student has been absent for one-fifth (1/5 or 20%) of any
component of a course (class and/or laboratories and/or clinical rotations) the student may be in
jeopardy of not successfully achieving all the required student learning outcomes of the course.
NOTE: Under no circumstances will children be allowed to attend lecture, learning lab, or
clinical practices. Proper child care arrangements must be made and are the student’s
responsibility. If you are unable to attend class and will miss an exam, you must notify the
appropriate faculty member as soon as possible via voicemail or RVCC email.
While on campus and in class, nursing students are expected to follow the RVCC Code of
“Campus Conduct” found in the RVCC Student Handbook. Students who disrupt classes, labs, or
clinical learning experiences will be asked to leave so as not to disturb other students’ ability to
learn.
C. INSURANCE COVERAGE
1. Health Insurance - All New Jersey full-time college students are required to have health
insurance coverage.
2. Professional Liability Insurance - The New Jersey State Board of Nursing requires all
nursing students to carry liability insurance of at least $1 million (single occurrence) and
$6 million (Aggregate). If evidence of a policy is not presented by the due date for
Foundations of Nursing or before clinical practice begins for all other courses, the student will
be administratively withdrawn. All students must maintain a current and valid
malpractice insurance policy to remain in the clinical practice. Students will be
withdrawn from the clinical practice on the date of expiration of the insurance policy
and a renewed or valid current policy will need to be in place prior to their returning to
the clinical practice.
D. CPR CERTIFICATION
As part of their clinical requirements, all students are required to obtain a Basic Life Support CPR card designated for health care professionals, (BLS-C) through the American Heart
Association (AHA) before they enter their first clinical NURSING course. Certification must be
maintained throughout the remainder of the NURSING program, and must be obtained through
the American Heart Association (AHA) HealthCare Provider CPR Certification Program.
Page 38 of 76
E. COURSE AND PROGRAM COMPLETION
1. New Jersey Board of Nursing Licensure Requirements
The New Jersey Board of Nursing regulates the practice of professional nursing and requires
the following criteria be met before the individual may receive an application for a licensure
to practice professional nursing.
You must answer all of the following questions. If you answer, "Yes" to any of these
questions, you must attach relevant documentation (Complaint, Court Order/Decision, etc) or
if your license has been reinstated, attach a copy of the reinstatement order.
1.
Has any action ever been taken against your nursing license by any state licensing
board or federal agency?  Yes  No
2.
Is there any action pending against your nursing license by any state licensing board
or federal agency?  Yes  No
3.
Have you ever been permitted to surrender or otherwise relinquish your nursing
license to avoid injury, investigation or action by any state licensing board of federal
agency?
 Yes  No
4.
Have you ever been arrested, indicted or convicted for the violation of any law or
regulation within the last ten years? (Minor traffic offenses such as parking or
speeding violations need not be listed. However, motor vehicle offenses such as
driving while impaired or intoxicated must be disclosed.) If "Yes", explain in
accompanying letter along with a certified copy of the court record.
 Yes  No
Copy of the court record  Yes  No
*New Jersey Board of Nursing Statues (NJSA45. -11-23 el seq. NJSA 45:1-21)
Licensure for professional nursing requires submission to a criminal background check and
fingerprinting.
The Health Science Education Department Chairperson and/or the New Jersey Board of Nursing
may be consulted for clarification of these statutes. The Board of Nursing rules mandate that any
student who is known to engage in any of the above practices must be reported. The Board of
Nursing will investigate the matter under the auspices of the Attorney General. Please refer,
also, to the drug and alcohol laws information in the Student Handbook.
The Chairperson of the Nursing Program will release the names of all students eligible to
sit for the NCLEX-RN to the State Board of Nursing after the Nursing Program Exit
Examination requirement is met and any RVCC financial obligations are cleared for each
student. Letter of program completion and transcripts will not be released by the Registrar
until all program requirements are met.
Page 39 of 76
2. ATI Comprehensive Predictor Examination
All students who successfully complete their final semester of the nursing program must pass
the ATI Comprehensive Predictor Examination referred to on page 27 of this Manual.
Students will be notified of the specific date and the required score. Any student who does not
achieve the required minimum score must retake the exit examination after remediation is
completed. (Please refer to Appendix IV). Subsequent failure of the ATI Comprehensive
Predictor Examination will require the student to complete an approved NCLEX- RN
review course and retaking of the ATI Exit exam at the students expense. The student’s
name and the letter of program completion will not be submitted to the Board of Nursing
until this program requirement is completed.
3. Requirements for Re-instatement into the Nursing Program
Any student who withdraws or fails any nursing course shall contact the Health Science
Education Department Chairperson in writing to request continuance in the nursing program.
Students who fail the fall semester must request continuance in writing by January 15.
Students who fail spring semester must request continuance by June 15. Continuation in the
program will be on a space available-basis and is NOT guaranteed. It is expected that students
will enroll in clinical nursing courses in an unbroken sequence to ensure that their knowledge
level is current and contemporary. Please refer to Appendix III for “Requirements for
Reinstatement into the Nursing Program.” for more information about this procedure.
Students who do not complete Foundations of Nursing (NURS 101) will have to reapply to
the program and satisfy the admission criteria for that current year.
Any qualified student who fails Nursing of Adults I (NURS 111), for the first time, must
remediate by enrolling in Nursing Seminar (NURS 015) during the following fall semester.
Nursing Seminar is a 3 hour non-credit course. The student must pass all course requirements
for Nursing Seminar to be granted re-entry to Nursing of Adults I.
Any qualified student who fails a Second Year - Fall Semester Nursing Course must
remediate by attending all Nursing of Adults I course lectures during the Spring semester.
Rationale for unbroken sequence policy: As students progress in the program, they build on
skills and knowledge learned in previous nursing courses. It is necessary that the program be
completed in a reasonable period of time from admission to ensure that the student’s
knowledge level reflects current practice and that the student is able to provide safe and
effective patient care.
If a break in sequence is longer than 2 years, the student must apply for re-admission to the
program in Foundations of Nursing (for generic students) or Nursing Transition (for Practical
Nurse/Associate Degree Option students).
Page 40 of 76
4. Required Academic Grade Policy
Students are required to obtain a minimum of 75%, a satisfactory clinical practice grade and
satisfactory completion of laboratory practicum (where applicable) in all nursing courses, and a
letter grade of "C" or better in all required science courses (Microbiology, Anatomy &
Physiology I & II).
PROGRAM DISMISSAL: A student shall be dismissed from the nursing program if they
fail any of the two required science courses listed in the above paragraph, any two nursing
courses, or one science and one nursing course with a grade below 75%. The courses do not
have to be consecutive nursing courses. A Withdrawal (“W”) or an Audit (“AU”) after the
10th day of a science or nursing course is also considered a failure.
5. Clinical Performance Grading Policy
Students receive a minimum of one written clinical evaluation each semester. This grade is
determined by clinical performance and the documentation found in student clinical portfolios.
The portfolio is a record of the student’s progress and is to be maintained by the student
throughout the educational program.
Evaluations are discussed with the student and an opportunity for student written comments are
provided. Students are given the evaluation form prior to the evaluation period, so that they are
informed of the evaluation criteria (clinical objectives).
Students are expected to utilize a demonstrated theoretical base of knowledge in the clinical
setting. Faculty will monitor a student's theoretical performance and may restrict clinical
assignments when academic grades have the potential to jeopardize patient health and safety.
Clinical performance is evaluated as “I” (Independent), “S” (Supervised), “A” (Assisted), “M”
(Marginal), or “D” (Dependent) as shown on pgs 25 - 31 of this manual. The evaluation is based
on the critical elements listed on the evaluation form for that course. In order to successfully
pass a clinical course ( NURS 101, NURS 111, NURS 122, NURS 123, NURS 124, and
NURS 125), the student must receive either an “assisted” or “satisfactory” clinical grade
(as described under Section VI- H of this policy manual) and a theory grade of 75% or better
in each course. For example, a Foundations of Nursing (NURS 101) theory grade of “A”, “B”,
or “C” combined with a clinical grade (NURS 101) of “U” would result in an “F” grade for the
Foundations of Nursing (NURS 101) course.
For further information regarding academic policies, refer to the Student Handbook.
Page 41 of 76
6. Nursing Program Grading System
90.00
87.50
80.00
77.50
75.00
60.00
0.00
to
to
to
to
to
to
to
100
89.99
87.49
79.99
77.49
74.99
59.99
A
B+
B
C+
C
D
F
Please Note: ROUNDING-UP OF GRADES IS NOT PERMITTED
7. Grade Appeal Policy
The procedure, as outlined in the Student Handbook and shown in Appendix II, will be followed.
8. Nursing Program Readmission Appeal Committee






In accordance with due process, any student has the right to appeal for readmission into
the Nursing Program.
The student must submit a written appeal explaining the specific circumstances involved;
addressing the specific semester(s) in which the ineligible grade (s) were earned,
submitting all appropriate documentation which the committee would review.
All documentation will be sent to the Chairperson of the Nursing Program via email or by
US postal service.
All re-entry appeals will be reviewed by the committee and all decisions regarding this
readmission appeal will be rendered in a timely manner.
The Readmission Committee will make a decision to approve OR to deny the
readmission into the nursing program.
The Readmission Committee will notify the student in writing of its decision.
F. ACADEMIC INTEGRITY
Honesty, integrity and civility are the necessary preconditions of academic freedom.
Consequently, the maintenance of academic integrity and civility is the obligation of every
member of the RVCC community, and breaches of conduct in these areas constitute serious
offenses. For these reasons, the nursing program strictly follows the policies outlined in the
Student Handbook section entitled “Academic Dishonesty, Cheating and Plagiarism.”All
students are expected to conform to these policies throughout the program.
Page 42 of 76
G. NURSING PROGRAM EXAMINATION POLICY
At the end of this manual there are two (2) copies of the RVCC Nursing Examination Policy
(See Appendix V and VI). Students are required to read and sign one copy of the policy and give
it to their course lecturer. The second copy is for student use as a reference throughout the
program.
Make-up Examinations: Only one make-up examination is allowed for each course.
Note: It is the student's responsibility to check the time and the room location scheduled for final
examinations. This schedule is posted online in the Lion’s Den.
Final Exam Inspection: The purpose of the cumulative final exam inspection is to provide the
student with the opportunity to examine their educational record, which includes an exam
booklet, their GRID sheet and their Par Score analysis sheet for that exam. This exam, as part of
summative evaluation, is conducted to collect data at the end of the course to measure student
competency with course objectives and to determine their readiness to progress to the next
clinical course, or to graduate. Time frame and conditions for reviews of this exam are
determined by the course faculty.
Unit or Multi-Unit Exam Reviews: The purpose of a unit or multi-unit exam is for formative
evaluation. As such, the unit or multi-unit exam review gives the student the opportunity for
enhanced learning and to develop strategies to improve content knowledge and future testing
performance. These reviews will be set up and implemented by the course faculty. These
reviews will be conducted in a manner of mutual respect of all participants and are not for the
purpose of critiquing the style of questions, the format of the questions or content included.
Policy for Student’s Late Arrival to an Examination: It is expected that all students will
arrive at the testing site in time to begin the testing process at the scheduled time. In the event
that a student arrives late for an examination that is in progress (past the time when the other
students have begun testing) the student will be given the opportunity to select from ONE of the
following two options:
1. If a student has not already utilized a make-up exam during that specific course, the
student can select the option of a make-up exam (see individual course syllabi for
polices regarding make-up exams).
OR
2. The student will be advised of the time left in the testing period which has already
begun and the student can elect to take the exam within the remaining testing period
already in progress.
PLEASE NOTE: The student’s selection of either of the above two choices for a student’s late
arrival to an examination will be final.
Page 43 of 76
H. NURSING PROGRAM EXIT INTERVIEW
Students who leave the program before graduation must schedule and complete an Exit Interview with the
HSE Student Services Specialist in H 200. (See Appendix III for details)
IX. GENERAL STUDENT INFORMATION and COMMUNICATION SUPPORT
A. COURSE CALENDAR
The course calendar is developed by the course coordinator in consultation with the Health
Science Education Department Chairperson and is subject to change.
B. FINAL SEMESTER GRADE REPORTS
Students may view their final semester grades on the web by using the Lion’s Den within a day
of the posting by instructors. Grade point averages are calculated and grade reports are emailed
to the RVCC Lion’s Den email address approximately 2 weeks after the end of the semester.
C. ADA COMPLIANCE STATEMENT and DISABILITY SERVICES
Raritan Valley Community College is committed to providing equal access to employment and
in all college programs, services, and activities to persons with disabilities and fully complies
with the regulations and stipulations of the American with Disabilities Act of 1990 and Section
504 of the Rehabilitation Act of 1973, as amended. Students with disabilities who require
reasonable accommodations (academic adjustments and/or auxiliary aids or services) for any
course in the nursing program must provide documentation of accommodations from the RVCC
Office of Disabilities Services located in the College Center C-143. For more information,
contact the Coordinator of Disability Services at (908) 526-1200, ext 8418. No accommodations
will be made without this documentation.
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D) COMMUNICATION WITH FACULTY
1. Messages
Messages may be left in faculty mailboxes (in the Copy Room, H 218), on voice mail or
by email. Faculty may be reached at 908-526-1200 and then dialing their extension.
2. Faculty and Staff Roster and Office Location with Telephone Extension:
Extension
Name
Room
8907
Balut, Mary
H-216
8209
Buttler, Jan
H-214
8232
Campoli, Alison
H-217
8915
Case, Patrice
H-218
8553
Hannum, Betty
H-212
8229
Holl, Carolyn
H-216
8570
Krov, Kathleen
H-217
8610
Larson, Nadine
H-200
8928
Musselman, Elaine
H-213
8552
Patterson, Carol
H-212
8877
Pyzik, Ann
H-220
8208
Stetson, Beryl
H-213
8207
Stetson, Elliot
H-213
8455
Williams, Susan
H-214
3. Faculty Office Hours
Each full-time Nursing Faculty has scheduled office hours as posted on their office door
in the nursing department. These are to be used for scheduling student conferences. Any
student conferences relating to clinical experiences are to be made with the assigned
clinical instructor. Students are encouraged to meet with their instructors as often as
needed.
4. Complaints
Student complaints refer to a grievance, protest, objection or dissatisfaction including but
not limited to: academic program, college environment, food service, physical plant,
counseling, etc. Follow procedures in the Student Handbook for grade appeals,
complaints about faculty or administrators, discrimination and sexual harassment. Other
Page 45 of 76
complaints can be addressed by obtaining a ‘Suggestion for Improvement’ Form from the
Nursing Department Office (H218). After completion, this form is directed to the
appropriate person (see below for diagram of chain of command).
The following applies for all complaints and suggestions for improvement:
Students are expected to be aware of the RVCC policy of Academic Complaints, which is
discussed in the RVCC Student Handbook. “Student complaints of an academic nature
should initially be discussed with the responsible instructor. Failing a satisfactory
resolution of the problem at this level, the student should send a written appeal to the
Department’s Chairperson. Should the student still feel that a satisfactory resolution has
not been arrived at, the student may request the Dean of Students to review the matter.”
It is expected that all students follow the appropriate procedure if a complaint occurs. In
the Nursing Program, students should first discuss the matter with the responsible
instructor, then the course coordinator, then in written form to the Health Science
Education Department Chairperson and, finally, the student may request a review from
the Dean of Students if the matter still remains unsatisfactorily resolved.
Chain of Command - Problem Solving Action
Student
1st Level
Faculty/Counselor
2nd Level
Chairperson
3rd Level
Dean of Students
PLEASE NOTE:
Experience has shown that 95% of all student problems can be
solved at the 1st or 2nd level.
5. Department Administrative Support
The Department Assistant ( H218) is support personnel for faculty and should not be
contacted for academic information. The HSE Student Services Specialist
( H-200) dissiminates information to potential students, guiding students through the
nursing program admission process and manages the program’s admission list and health
maintenance requirements.
Page 46 of 76
E) CONFIDENTIALTY INFORMATION and FERPA
The Family Educational Rights and Privacy Act (FERPA) of 1974 protects the privacy of
education records, establishes the right of students to inspect and review their education records,
and provides guidelines for contesting information in these records that is believed to be
inaccurate or misleading.
Students have the right to inspect and review all of their education records maintained by the
College. The College is not required to provide copies of records unless it is not reasonably
convenient for students to inspect their records.
Students have the right to request that the College correct records believed to be inaccurate or
misleading. If the College decides, in response to such a request, not to amend a student’s record,
the student has the right to a formal hearing before the Dean of Student Services. After the
hearing, if the College maintains its position that the student’s record should not be amended, the
student has the right to enter a statement into his/her records commenting on the contested
information.
The College will not release any confidential information from a student’s record without the
written consent of the student, except for releasing information to:








College officials with a legitimate educational interest
Other institutions at which a student intends to enroll
Certain government officials for the purpose of carrying out their lawful functions
Appropriate parties involved with the awarding of financial aid to a student
Organizations conducting appropriate research for the College
Accrediting agencies
Individuals who have obtained appropriate court orders or subpoenas
Persons who have need for the information in cases of health and safety emergencies
The College may disclose Directory Information without the written consent of the student.
Directory Information includes the following:










Name, address, telephone number, and e-mail address
Date and place of birth
Dates of attendance
Enrollment status
Previous institutions attended
Major field of study
Awards and honors
Degrees and/or Certificates awarded including date of conferral
Past and present participation in officially recognized College activities
Height and weight of student athletes
Page 47 of 76
Students may request the withholding of Directory Information. To ensure that such a request is
properly processed, it must be submitted on the official “Request to Withhold Directory
Information” form, which is available in the Office of Enrollment Services. The request to
withhold information will remain in effect until the student submits a signed authorization for the
release of Directory Information.
Students have the right to file a complaint with the U.S. Department of Education concerning an
alleged failure by the College to comply with the requirements of FERPA. For further
information regarding the filing of complaints, students should contact the Family Policy
Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC
20202.
F. SOCIAL MEDIA POLICY
Students accepted to the nursing program at RVCC and current RVCC nursing students should
be cautious in using social networking such as Facebook, Twitter, blogging, etc. The nursing
profession is founded on the highest standards of conduct because of the great level of trust
patients place in nursing professionals. The ANA Code of Ethics for Nurses (Refer to page
47) was developed as a guide for carrying out nursing responsibilities in a manner consistent
with quality in nursing care and the ethical obligations of the profession. The Code also provides
the "nonnegotiable ethical standard" that calls for nurses to act ethically (ANA, 2001, p. 5) .
After you are admitted to the nursing program at RVCC, enrollment remains contingent on your
demonstration of this high standard of conduct, through sound judgment, personal perception,
integrity and accountability. Posting items on social networking sites that represent
unprofessional/unethical behavior, releasing patient health information, or violating the Health
Insurance Portability and Accountability Act of 1996 (HIPAA) standards may result in
disciplinary action by RVCC and the affected clinical agency.
Tips on Social Networking
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Always represent yourself professionally
As a RVCC nursing student, you are entrusted with a wealth of confidential patient
information. Sharing patient information verbally or electronically is illegal and
unethical. As a nursing professional in training, it is your responsibility to uphold a
professional, discreet demeanor in all of your correspondences and posts.
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Protect your online profile and identity
It is important to scrutinize all materials you post on personal pages. It is equally
important to speak to family and friends and request that no embarrassing or
unprofessional materials be posted and “tagged” to you. Be selective about who you
accept as a friend on a social network.
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Assume that everything posted is permanent
Be mindful of what you post. Even if you remove embarrassing or inappropriate
materials from a site, or delete your account all together, those materials will remain in
cyberspace forever. Anyone on the internet can easily print photos or save text, images
and videos to a computer. Once material is posted, it is out of your control forever.
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Privacy Settings
Take the time to establish privacy settings on all social networking sites you use. These
settings will help to protect your identity and personal information.
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Search Yourself
On a regular basis, search yourself online to audit what is posted about you.
G. THE ANA CODE OF ETHICS FOR NURSES
The Code of Ethics for Nurses was developed in 1969 by the American Nurses Association and
has undergone several revisions. It serves as a guide for carrying out nursing responsibilities in a
manner consistent with quality in nursing care and the ethical obligations of the profession.
Students who are preparing to enter the profession of nursing must abide by the rules and
regulations of RVCC and the Nursing Program, and are expected to adhere to the standards of
academic integrity. Students should also conduct themselves with professional decorum and
responsibility and comply with the ANA Code of Ethics for Nurses.
The ANA House of Delegates approved these nine provisions of the new Code of Ethics for
Nurses at its June 30, 2001 meeting in Washington, DC. In July, 2001, the Congress of Nursing
Practice and Economics voted to accept the new language of the interpretive statements resulting
in a fully approved revised Code of Ethics for Nurses With Interpretive Statements.
1. The nurse, in all professional relationships, practices with compassion and respect for the
inherent dignity, worth and uniqueness of every individual, unrestricted by considerations
of social or economic status, personal attributes, or the nature of health problems.
2. The nurse's primary commitment is to the patient, whether an individual, family, group,
or community.
3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of
the patient.
4. The nurse is responsible and accountable for individual nursing practice and determines
the appropriate delegation of tasks consistent with the nurse's obligation to provide
optimum patient care.
5. The nurse owes the same duties to self as to others, including the responsibility to
preserve integrity and safety, to maintain competence, and to continue personal and
professional growth.
6. The nurse participates in establishing, maintaining, and improving healthcare
environments and conditions of employment conducive to the provision of quality health
care and consistent with the values of the profession through individual and collective
action.
7. The nurse participates in the advancement of the profession through contributions to
practice, education, administration, and knowledge development.
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8. The nurse collaborates with other health professionals and the public in promoting
community, national, and international efforts to meet health needs.
9. The profession of nursing, as represented by associations and their members, is
responsible for articulating nursing values, for maintaining the integrity of the profession
and its practice, and for shaping social policy.
American Nurses Association, Code of Ethics for Nurses with Interpretive Statements, © 2001
By American Nurses Association. All rights reserved.
H. THE ACADEMIC SUPPORT CENTER
The Academic Support Center (ASC), located on the lower level of Somerset Hall, provides
academic support services at no additional charge to registered RVCC students. The ASC offers:
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Drop-in Tutoring - Math and English tutors are available during all hours of operation.
Tutoring for many other RVCC courses is available according to published schedules.
ASC tutors are employed by the College and participate in regular training in accordance
with CRLA (College of Reading and Learning Association) requirements.
Learning Support Materials - Reference books, current text books, DVDs, computer
software, and manipulative learning tools for math and science are available at the ASC.
State-of-the-art assistive technologies are accessible to accommodate special needs
students.
Computers - Internet access and learning support software are available for writing papers,
doing research, and completing homework. The ASC staff is trained to help students with
online learning systems and course software.
Online Tutoring - ASC writing tutors provide prompt feedback for papers submitted
online to asctutor@raritanval.edu. Smarthinking, a web-based tutoring service covering
multiple subjects, is accessible 7 days a week. Please visit our website or contact the ASC
for details.
Hours of Operation - Fall and spring semesters: Monday to Thursday, 9 a.m.-8 p.m.;
Friday, 9 a.m.- 2 p.m.; Saturday, 10 a.m.- 2 p.m. For summer and intersession hours, visit
our website or stop by for an updated schedule. Limited tutoring services are available at
RVCC’s Franklin instructional site.
For more information about the ASC, call (908) 526-1200, extension 8393 or visit
www.raritanval.edu/studentserv/asc/index.html
I. ONLINE SERVICES and EDUCATIONAL SUPPORT
The College’s website at www.raritanval.edu offers comprehensive information about services
and programs available at RVCC. The general public has easy access to up-to-date information
about the campus, from news and events to course descriptions and curriculum outlines.
In addition, a wide variety of online services are available to RVCC students through Lion’s
Den, the online student information system at Raritan Valley Community College. The Lion’s
Den is the official communication channel used for RVCC business and teaching purposes.
Students should check it daily to ensure that they read all communication in a timely manner.
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Most services require the College ID number and a password. Students can:
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Apply for admission and view status of application processing
View status of admission document processing
View and print the course schedule
View and print course descriptions
View HOLDS that may limit or restrict registration
Register for classes
Apply for financial aid
View financial aid status
View financial account
View and print class schedule
Add or drop classes
Request enrollment verification
View and print final grades
Generate and print a degree evaluation
View and print unofficial transcripts
Request official transcripts
Receive important college mail, including bills, grades, and academic standards
correspondence
Sign up for emergency and inclement weather notifications
J. COMPUTER FACILITIES
Raritan Valley Community College is a fully networked campus. Personal computers are
available in over 30 instructional laboratories. All have Pentium processors and run the
Microsoft Vista/XP and Office 2007 suite of applications. In addition, many application software
packages for computer science and other disciplines are available. All labs are equipped with
high-speed laser printers. All computers have access to the Internet via a 100 mega-bit
connection. The campus has complete WiFi coverage and students can register their computers
and PDAs at the MIS Helpdesk to make use of it. Students also have access to personal and
laptop computers in the library. Here, software is specially configured for research and library
related activities.
Personal computers, the campus network and the Internet are also used in 80 classrooms known
as CATT (Center for Advanced Teaching and Technology) rooms. A wireless network is
available across the entire campus.
All students are provided with e-mail accounts via the Lion’s Den Google hosted system. This
system together with the College’s “SunGard Higher Education Banner” administrative system
allows online registration for classes, grade lookup, email to faculty, and notices of campus
events. Online courses are provided via the WebStudy system, a feature rich Learning
Management System.
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The College continually evaluates and enhances its computing and network facilities and
software applications. Industry input is sought to assure that RVCC students are provided with
the technology necessary to successfully compete in today’s economy.
In addition to the computer facilities that are offered at RVCC, the nursing program has their
own special purpose computer lab (H 225) which contains discipline-specific software to assist
students in the nursing program.
K. LIBRARY SERVICES
The Evelyn S. Field Library is located on two floors near the main entrance of the College. The
circulation desk and the reference desk are both on the first floor. The circulating book collection
is located on the second floor.
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Library Card: The College ID card serves as the library card. Patrons must activate their
library card at first use.
Group Study Rooms: Group study rooms, which are located on the upper level, may be
reserved for groups of two or more students for up to three hours at a time. Groups are
also welcome to use the Library Lounge located outside the Library.
Study Space: The Library has carrel and table seating available for studying on both
levels. Silent study is offered on the second floor. We try to maintain a quiet
environment on the first floor.
Computers: Computers are available for library research, writing papers, College e-mail
services and general Internet access.
Library Instruction: The Library’s instructional program offers a wide variety of classes
at the developmental level, through basic instruction to advanced subject-specific
classes. Classes are conducted in our computer classroom by the Library faculty.
Photocopying Service: Photocopying is available with the use of copy cards.
Collection: The Library’s collection of books, DVDs, videos, audio books, journals and
newspapers has been selected in consultation with the faculty to support the curriculum
of the College and to provide academic, cultural and informational enrichment. The
Library catalog, which is available from the Library’s website, provides access to
books, videos and audio books. Dozens of databases give access to current information
in journals, magazines and newspapers.
Remote Access: The Library’s website serves as the gateway to the virtual library.
Users may conduct research from home or office using their RVCC network login to
access subscription databases. Users may electronically request inter-library loan for
materials that the RVCC Library does not own. Research questions may be sent to an
RVCC librarian through the Ask-a- Librarian service directly from the website.
Hours: The Library is open day, evening and weekend hours as posted in the Library
and online at http://library.raritanval.edu.
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L. FINANCIAL AID
Financial aid is available to full- and part-time students. Our goal is to provide funds from the
federal government, State of New Jersey, and internal sources for students who would not be
able to complete their college education without financial assistance. Student financial aid is not
a supplement to the student’s income for meeting normal living expenses, but is available to help
the student offset the additional expenses incurred directly by his or her education. Most
financial aid awards are based on demonstrated financial need, which is the difference between
the cost of attendance and the expected family contribution.
In order to apply for RVCC Scholarships you must complete the RVCC Scholarship Application.
The application is available on the RVCC financial aid website at
http://www.raritanval.edu/studentserv/finaid/index.html.
For additional information, contact the Financial Aid
Office, 908-526-1200, extension 8273 or e-mail
finaid@raritanval.edu.
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X. TRANSFER and ARTICULATION AGREEMENTS
Multiple articulation agreements exist with other colleges which facilitate smooth
admission into baccalaureate programs. Students are urged to retain the college catalog,
student handbook, course manuals and essential course materials for use during possible
transfer to other institutions. Transcripts are available through Enrollment Services.
Consult the RVCC University Center for information and cost. For additional
information, call (908) 526-1200, extension 8939 or e-mail Univcen@raritanval.edu.
XI. MISCELLANEOUS
A. GRADUATION
1. Eligibility
It is the student’s responsibility to check that all program requirements have been
met for graduation. Students may consult Student Online Planner or an Academic
Advisor for policies concerning eligibility for graduation.
2. Expenses
Information will be provided in the final semester about graduation expenses and
fees that are not covered under usual college graduation expenses and fees.
B. 2010 NCLEX-RN TEST PLAN (NCSBN, 2010)
2010 NCLEX-RN® Test Plan
National Council Licensure Examination for Registered Nurses
Introduction
Entry into the practice of nursing is regulated by the licensing authorities within each of the
National Council of State Boards of Nursing (NCSBN®) member board jurisdictions (state,
commonwealth, and territorial boards of nursing). To ensure public protection, each jurisdiction
requires candidates for licensure to pass an examination that measures the competencies needed
to perform safely and effectively as a newly licensed, entry-level registered nurse. NCSBN
develops a licensure examination, the National Council Licensure Examination for Registered
Nurses (NCLEX-RN®), which is used by member board jurisdictions to assist in making
licensure decisions.
Several steps occur in the development of the NCLEX-RN® Test Plan. The first step is
conducting a practice analysis that is used to collect data on the current practice of the entry-level
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nurse (Report of Findings from the 2008 RN Practice Analysis: Linking the NCLEX-RN®
Examination to Practice, NCSBN, 2009). Twelve thousand newly licensed registered nurses are
asked about the frequency and importance of performing 155 nursing care activities. Nursing
care activities are analyzed in relation to the frequency of performance, impact on maintaining
client safety and client care settings where the activities are performed. This analysis guides the
development of a framework for entry-level nursing practice that incorporates specific client
needs, as well as processes fundamental to the practice of nursing. The second step is the
development of the NCLEX-RN® Test Plan, which guides the selection of content and behaviors
to be tested.
The NCLEX-RN® Test Plan provides a concise summary of the content and scope of the
licensing examination. It serves as a guide for examination development, as well as candidate
preparation. Each NCLEX-RN® examination is based on the test plan. The NCLEX
examination assesses the knowledge, skills and abilities that are essential for the nurse to use in
order to meet the needs of clients requiring the promotion, maintenance or restoration of health.
The following sections described beliefs about people and nursing that are integral to the
examination, cognitive abilities that will be tested in the examination and specific components of
the NCLEX-RN® Test Plan.
Beliefs
Beliefs about people and nursing underlie the NCLEX-RN® Test Plan. People are finite beings
with varying capacities to function in society. They are unique individuals who have defined
systems of daily living reflecting their values, motives and lifestyles. Additionally, people have
the right to make decisions regarding their health care needs and to participate in meeting those
needs.
Nursing is both an art and a science, founded on a professional body of knowledge that integrates
concepts from the liberal arts and the biological, physical, psychological and social sciences. It
is a learned profession based on an understanding of the human condition across the life span and
the relationships of an individual with others and within the environment. Nursing is a dynamic,
continually evolving discipline that employs critical thinking to integrate increasingly complex
knowledge, skills, technologies, and client care activities into evidenced-based nursing practice.
The goal of nursing for client care in any setting is preventing illness; alleviating suffering;
protecting, promoting and restoring health; and promoting dignity in dying.
The registered nurse provides a unique, comprehensive assessment of the health status of the
client (individual, family or group), and then develops and implements an explicit plan of care.
The nurse assists clients in the promotion of health, in coping with health problems, in adapting
to and/or recovering from the effects of disease or injury, and in supporting the right to a
dignified death. The registered nurse is accountable to abiding by all applicable member board
jurisdiction statutes related to nursing practice.
Classification of Cognitive Levels
Bloom’s taxonomy for the cognitive domain is used as a basis for writing and coding items for
the examination (Bloom, et al., 1956; Anderson & Krathwohl, 2001). Since the practice of
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nursing required application of knowledge, skills and abilities, the majority of items are written
at the application or higher levels of cognitive ability, which requires more complex thought
processing.
Test Plan Structure
The framework of Client Needs was selected for the examination because it provides a universal
structure for defining nursing actions and competencies, and focuses on clients in all settings.
Client Needs
The content of the NCLEX-RN® Test Plan is organized into four major Client Needs categories.
Two of the four categories are divided into subcategories:
Safe and Effective Care Environment
 Management of Care
 Safety and Infection Control
Health Promotion and Maintenance
Psychosocial Integrity
Physiological Integrity
 Base Care and Comfort
 Pharmacological and Parenteral Therapies
 Reduction of Risk Potential
 Physiological Adaptation
Integrated Processes
The following processes are fundamental to the practice of nursing and are integrated throughout
the Client Needs categories and subcategories:
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Nursing Process – a scientific, clinical reasoning approach to client care that includes
assessment, analysis, planning, implementation and evaluation.
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Caring – interaction of the nurse and client in an atmosphere of mutual respect and trust.
In this collaborative environment, the nurse provides encouragement, hope, support and
compassion to help achieve desired outcomes.
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Communication and Documentation – verbal and nonverbal interactions between the
nurse and the client, the client’s significant others and the other members of the health
care team. Events and activities associated with client care are validated in written and/or
electronic records that reflect standards of practice and accountability in the provision of
care.
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Teaching/Learning – facilitation of the acquisition of knowledge, skills and attitudes
promoting a change in behavior.
Distribution of Content
The percentage of test questions assigned to each Client Needs category and subcategory of the
NCLEX-RN® Test Plan is based on the results of the Report of Findings from the 2008 RN
Practice Analysis: Linking the NCLEX-RN® Examination to Practice, NCSBN, 2009), and
expert judgment provided by members of the NCSBN Examination Committee.
Client Needs
Percentage of items from
Each Category/Subcategory
Safe and Effective Care Environment
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Management of Care
16-22%
 Safety and Infection Control
Health Promotion and Maintenance
Psychosocial Integrity
Physiological Integrity
8-14%
6-12%
6-12%
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Basic Care and Comfort
6-12%
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Pharmacological and Parenteral
Therapies
13-19%
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Reduction of Risk Potential
10-16%
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Physiological Adaptation
11-17%
Overview of Content
All content categories and subcategories reflect client needs across the life span in a variety of
settings.
Safe and Effective Care Environment
The nurse promotes achievement of client outcomes by providing and directing nursing care that
enhances the care delivery setting in order to protect clients, family/significant others and other
health care personnel.
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Management of Care – providing and directing nursing care that enhances the care
delivery setting to protect clients, family/significant others and health care personnel.
Related content includes but is not limited to:
 Advance Directives
 Advocacy
 Case Management
 Client Rights
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Delegation
Establishing Priorities
Ethical Practice
Informed Consent
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Information Technology
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Collaboration with Interdisciplinary
Team
Concepts of Management
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Confidentiality/Information Security
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Consultation
Continuity of Care
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Legal Rights and
Responsibilities
Performance Improvement
(Quality Improvement)
Referrals
Supervision
Safety and Infection Control – protecting clients, family/significant others and health care
personnel from health and environmental hazards.
Related content includes but is not limited to:
 Accident/Injury Prevention
 Emergency Response Plan
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Ergonomic Principles
Error Prevention
Handling Hazardous and
Infectious Materials
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Home Safety
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Reporting of
Incident/Event/Irregular
Occurrence/Variance
Safe Use of Equipment
Security Plan
Standard
Precautions/TransmissionBased Precautions/Surgical
Asepsis
Use of Restraints/Safety
Devices
Health Promotion and Maintenance
The nurse provides and directs nursing care of the client and family/significant others that
incorporates the knowledge of expected growth and development principles; prevention
and/or early detection of health problems, and strategies to achieve optimal health.
Related content includes but is not limited to:
 Aging Process
 Ante/Intra/Postpartum and
Newborn Care
 Developmental Stages and
Transitions
 Health and Wellness
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Health Promotion/Disease
Prevention
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High Risk Behaviors
Lifestyle Choices
Principles of Teaching/Learning
Self-Care
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Techniques of Physical
Assessment
Health Screening
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Psychosocial Integrity
The nurse provides and directs nursing care that promotes and supports the emotional, mental
and social well-being of the client and family/significant others experiencing stressful events,
as well as clients with acute or chronic mental illness.
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Related content includes but is not limited to:
 Abuse/Neglect
 Behavioral Interventions
 Chemical and Other
Dependencies
 Coping Mechanisms
 Crisis Intervention
 Cultural Diversity
 End of Life Care
 Family Dynamics
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Grief and Loss
Mental Health Concepts
Religious and Spiritual Influences on
Health
Sensory/Perceptual Alterations
Stress Management
Support Systems
Therapeutic Communication
Therapeutic Environment
Physiological Integrity
The nurse promotes physical health and wellness by providing care and comfort, reducing
client risk potential and managing health alterations.
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Basic Care and Comfort – providing comfort and assistance in the performance of
activities of daily living.
Related content includes but is not limited to:
 Assistive Devices
 Elimination
 Mobility/Immobility
 Non-Pharmacological Comfort
Interventions
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Nutrition and Oral Hydration
Personal Hygiene
Rest and Sleep
Pharmacological and Parenteral Therapies – providing care related to the
administration of medications and parenteral therapies.
Related content includes but is not limited to:
 Adverse
Effects/Contraindications/Side
Effects/Interactions
 Blood and Blood Products
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Central Venous Access Devices
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Dosage Calculation
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Expected Actions/Outcomes
Medication Administration
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Parenteral/Intravenous
Therapies
Pharmacological Pain
Management
Total Parenteral Nutrition
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Reduction of Risk Potential – reducing the likelihood that clients will develop
complications or health problems related to existing conditions, treatments or
procedures.
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Related content includes but is not limited to:
 Changes/Abnormalities in Vital
Signs
 Diagnostic Tests
 Laboratory Values
 Potential for Alterations in Body
Systems
 Potential for Complications of
Diagnostic Tests/Treatments/
Procedures
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Potential for Complications
from Surgical Procedures and
Health Alterations
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System Specific Assessments
Therapeutic Procedures
Physiological Adaptation – managing and providing care for clients with acute,
chronic or life threatening physical health conditions.
Related content includes but is not limited to:
 Alterations in Body Systems
 Fluid and Electrolyte Imbalances
 Hemodynamics
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Illness Management
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Medical Emergencies
Pathophysiology
Unexpected Response to
Therapies
XII. DIRECTIONS TO CLINICAL AGENCIES
Carrier Foundation (Belle Mead) from RVCC
Route 22 East to Route 28 East. Route 28 East to Somerville Circle. Go around circle 1/4 turn on
Route 206 South. Route 206 South approx. 11 miles to Y in the road. Take right at Y (Belle
Mead - Harlingen Rd.) to hospital on right. Hospital main phone # 908-874-4000.
Center for Autistic Children (Princeton) from RVCC
Route 22 East to Route 28 East. Route 28 East to Somerville Circle. Go 1/4 turn around circle to
206 South. Route 206 South to Princeton. Continue on 206 South by turning right into 205 where
206 & Nassau St. meet. 206 South is a very short distance to Elm Road. Right on Elm Road to
Rosedale Rd. Left on Rosedale. Right into hospital lot (hospital is 1/2 mile from Elm &
Rosedale). Will see 4 black mailboxes before hospital. Center phone # 609-924-7223.
Children's Specialized Hospital (New Brunswick) from RVCC
Route 22 East to Route 287 South to Easton Avenue exit. Stay on Easton Avenue until right turn
on Somerset Street. Hospital phone #732-258-7000.
Eric B Chandler Health Center (New Brunswick) from RVCC
Take Route 22 East to Route 287 South to Easton Avenue exit. Stay on Easton Avenue until
into New Brunswick at Route 27 turn left. Take Route 27 east to 227 George Street. The Center
is a low, concrete, grey and pink building on the corner of George and Morris Streets, across
from a C Town Supermarket and across from a new Rutgers hi rise building. Park in the Morris
Street indoor lot across the street.
Hagerdorn Psychiatric Hospital (Glen Gardner) from RVCC
Route 22 West to Clinton, go to Route 78 West and exit Route 31 North and go 5 miles. Watch
for sign for Hagerdorn. Make a right turn and go 1 1/2 miles to hospital. Hospital phone # 908537-2141.
John F. Kennedy Medical Center (Edison) from Somerville area
Route 22 east to Route 287 South. Exit for Route 1 North, Follow to jug handle past Menlo Park
Shopping Center access entrance. Cross Route 1 onto Parsonage Road. Pass 3rd traffic light
(Route 27 - Dunkin Donuts on right) road becomes James Street, Medical Center is on the left on
James Street. Hospital main phone # 908-321 -7000.
Kessler Institute for Rehabilitation (East-Orange) from RVCC
Route 22 East to Garden State Parkway North (entrance to Parkway is in Union). Parkway North
to exit 145 (toll is $.25). After toll, stay to the right toward Central Ave. At 1st light, turn right
and go to next light (Central Ave.). Turn right onto Central Ave. and go over Parkway (Kessler is
on the right, comer of Central Ave. and the Parkway). Hospital phone # is 201-731-3600.
Kessler Institute for Rehabilitation-Welkind (Chester) from RVCC
Route 22 East to 1-287 North to Route 206 North exit. Route 206 North for approximately 10
miles. At the fifth light turn right onto Route 24. Route 24 to the first left (Hillside Ave. Public
Restaurant on the comer). Hillside Ave. approx. 4 miles (name will change to Pleasant Hill
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Road). Remain on Pleasant Hill Road (do not take any curves or turns). Hospital in on the left.
Hospital main phone # 201-584-8145.
Lyons Veterans Administration Medical Center (Liberty Corner) from RVCC
Lamington Road to Route 78 East. Route 78 East to exit 33 (Martinsville Rd.). Take exit ramp
and turn left onto Martinsville Rd. Martinsville Road to fourth traffic light (Valley Rd.). Turn
right onto Valley Rd. and continue to main entrance to hospital on left. Psychiatric patients are in
buildings in Circle 2. Hospital phone # 908-647-0180.
Matheny School (Peapack) from RVCC
1-287 North to exit 18B (Netcong-Bedminster/202-206). route 202-206 North to Route 202
North (Far Hills-Morristown). At flashing light on 202 North, yield to the right. Take first left
(Rt. 512-Peapack Rd). After passing Far Hills/Bedminster Rescue Squad (Rescue Squad is on the
right). Route 512-Peapack Rd. approx. 1 1/2 miles to Matheny School on right. Look for white
sign and 2 stone/brick pillars at entrance. Cannot see these from the road-driveway is very rough.
School main phone # is 201-234-0011, x236.
Morristown Memorial Hospital (Morristown) from RVCC
Route 22 East to 1-287 North exit 31 (South Street/Madison Avenue). At the end of the exit turn
left at the light. Follow signs for Hospital (H) and 24 East. Hospital is on the left. Hospital main
phone # 908-285-4400.
Overlook Hospital (Summit) from RVCC
Lamington Road to Route 78 East to exit 45 (Summit/Glenside Avenue). Left at the traffic light.
Go to the end of the ramp onto Glenside Avenue. Continue on Glenside Ave. for 2 miles to the
blue hospital (H) sign. Parking in the parking deck. (Approx. $2.75/Day). Hospital main phone #
is 908-522-2000.
Robert Wood Johnson University Hospital (New Brunswick) from the NJ. Turnpike
(Please note: Individual parking cost approximately $6.00-8.00/daily. Plan to Car Pool.)
Take Route 22 East to Route 287 South to Easton Avenue exit. Stay on Easton Avenue until
into New Brunswick at Train Station- make right onto Route 27 South. Go to 2nd traffic light
(Patterson St) make left turn on Patterson St to Parking Deck. (Next to Medical Education
Building) Hospital main phone # (732)-828-3000
Robert Wood Johnson University Hospital (New Brunswick) from Route 1
(Please note; Individual parking cost approximately S6.00-S8.00/daily. Plan to Car Pool.)
Take Route 1 to Route 18 exit and follow the above directions.
Saint Peters Medical Center (New Brunswick) from RVCC
Route 22 East to 1-287 South to Route 527 (Easton Avenue) exit. Stay on Easton Avenue south
for 2 1/2 miles. The hospital is on the right. Hospital main phone # 908-745-8600.
Somerset Medical Center (Somerville) from RVCC
Route 22 East to Gaston Avenue Exit (just past Somerville Dodge and a Sunoco Station). Stay
on Gaston Avenue until the first traffic light and make a left on Union Avenue. Go 1 1/2 blocks
to Rehill Avenue. Make a right on Rehill Ave. The hospital is on the left. Hospital main phone #
908-685-2200.
Page 62 of 76
Warren Hospital (Phillipsburg) from RVCC
Route 22 West to Roseberry St. Exit. Take jug handle and cross Route 22. Continue on
Roseberry St. to hospital. Hospital phone # 908-859-6733.
Hunterdon Care Center (Flemington) from RVCC
Route 22 East to Somerville Circle. South of Route 202 to Church Street in Flemington. Right
on Church St, Right on Route 31 North, Right onto Route 523 at Getty Station for ¼ mile. Right
into driveway for Hunterdon Care Center.
Hunterdon Medical Center (Flemington) from RVCC.
Route 22 East to Somerville Circle. South of Route 202 to Church Street in Flemington. Right
on Church St, Right on Route 31 North, Left at light across from BJ’s.
University Medical Center at Princeton
One Plainsboro Road, Plainsboro, NJ , 08536, Main phone - (609) 497-4000
Page 63 of 76
Appendix I Health Maintenance and Immunizations Requirements
Health Science Education Department
IMMUNIZATION and HEALTH MAINTENANCE POLICY
CLINICAL PRACTICE REQUIREMENTS
2011- 2012
For a complete list of vaccine contraindications, please refer to Center for Disease Control website at www.cdc.gov.
The student must provide copies of documentation for all required immunizations, titers, TB testing & chest x-rays.
DIAGNOSTIC TESTING:
Hepatitis B
Documented immune titer (Anti HBs) is required.
If student has not previously completed a vaccination series, the course of vaccination
requires 3 doses at 0, 4 weeks and 4-6 months.
The first dose is required before the deadline of form submittal. Subsequent doses must
adhere to the above schedule. Documentation of immune titer is required 6 weeks
after completing series. If titer is negative for antibodies, a second Hepatitis B series
is required.
Contraindications include mercury or yeast allergies and/or reactions to components of
vaccine.
Measles, Mumps, Rubella (MMR)
Persons born before 1957 may be considered to have natural immunity and therefore do
not need a MMR vaccine.
Students can be considered immune to measles only if they have physician
documentation of:
Serologic laboratory evidence of MMR immunity; an immune titer is acceptable in lieu
of documentation of immunization. - or Immunization with live attenuated MMR vaccine or any vaccine combination containing
MMR antigen that was administered both after 1968 and after the first birthday.
Additionally, a second dose is required.
Neither a personal nor a physician certified history of disease is acceptable evidence of
immunity, although a negative titer is acceptable.
Doses #1 and #2 must be 4 to 8 weeks apart if starting new MMR immunization or if titer
is negative.
Contraindications to MMR vaccine include anaphylactic reactions to gelatin or
neomycin, pregnancy and/or altered immune status.
Page 64 of 76
Tetanus and Diphtheria
A tetanus and diphtheria (Td) booster is required within the last 10 years if the student
has a documented history of receiving a primary series of diphtheria and tetanus (DT)
or diphtheria, tetanus, and pertussis (DPT) in infancy.
If never immunized against tetanus or diphtheria, the student should receive two doses of
Td adult, four to eight weeks apart and the third doses six months to one year later (0,
4-8 weeks and 6-12 months). The first dose is required before deadline of form
submittal.
Contraindications include a history of neurologic hypersensitivity reaction following a
previous dose and/or allergy to any components in vaccine.
Two Step PPD/Tuberculosis Skin Testing
Mantoux (PPD) test must be done at the time this form is submitted. Tine or Monovac
test is not acceptable. Persons with a history of having the BCG vaccine must be
retested PPD.
PPD test must be assessed within 48-72 hours after placement and measurement of the
size (in mm) of induration noted. Then a 2nd PPD test must be placed and assessed
within 48-72 hours after placement, the area is to be measured in mm and
documented.
If a positive PPD test occurs follow the following procedure:
a) A follow up chest X ray is required and documentation is required.
If chest X ray is negative, INH (Isonazid) prophylaxis must be taken for
everyone under age 35.
b) If chest X ray is positive, clearance from the health care provider or TB
center must be obtained to continue in the nursing program.
Varicella
Documented immune titer is required for all students.
a) Persons with history of the active disease should have it documented on the
health maintenance record by a health care provider.
b) Persons who received the varicella immunization series should have it
documented on the health maintenance record by a health care provider.
c) Anyone who presents with a weak titer must receive the varicella immunization
series, and have a titer drawn 6 weeks later to check immunity status.
**A COPY OF EACH TITER RESULT IS NEEDED FOR THE STUDENTS’ FILE
Drug Screening
Urine drug screening will be done 4-6 weeks prior to the start of clinical rotations.
Urine drug screening must be done at one of the designated LabCorp locations
provided by the nursing program. No other LabCorp location drug screening report
will be accepted.
All students will follow the following procedure for drug screening:
1) Obtain the chain of custody form and the designated LabCorp location from
Ann Pyzik in Room H -220. Please note that this is the only LabCorp location
performing the Occupational Urine Drug Screening. No other drug screening
reports will be accepted.
Page 65 of 76
2) A Fee of $32.00 will be collected by LabCorp on the day of testing. LabCorp
will accept credit cards, cash, money order or cashier check.
3) After you have completed the occupational urine drug screening LabCorp will
provide you with a receipt with your specimen number; you must then
communicate the specimen number to the Nursing Student Services Specialist.
PLEASE NOTE: Drug screening is NOT part of your Healthcare Provider’s routine
physical exam.
Criminal History Background Check
All students upon entering the Nursing Program for the September semester must
go online to the Adam Safe Guard website and purchase a student background
check.
This must be completed no later than 3 weeks before the deadline date for submission
all Health Maintenance and Clinical Practice documents. No student will be cleared for
clinical without a background check.
If a student’s background check is older than 3 years before their graduation date, the
student must obtain a new criminal history background check. This applies to students
who have left the program temporarily for academic, health, or personal reasons.
Use the following procedure to obtain the Background Check:
 Go to www.adamsafeguard.com
 Click on student background check on the left side of the web page
 Find Raritan Valley Community College Dept of Nursing and click on this link
 Follow directions on the web page and complete the required information
 The student is responsible for all costs associated with this process
 The fee is approximately $60.00+
Malpractice Insurance
All students entering the program for the September 2011 Semester must purchase
their Malpractice Insurance Policy no later than July 15th. Malpractice insurance
may be obtained from Nurses Service Organization at www.nso.com
Please purchase the required policy to be in effect from on or about May 15th 2011
through May 15th 2012. The only form of proof of having a malpractice insurance
policy is to submit a copy of the malpractice insurance declaration page. No
internet/email receipts of payment will serve as proof of being insured.
Page 66 of 76
CPR Certification
All students must provide a copy of a valid BLS for Healthcare Provider (CPR & AED)
Program card from the American Heart Association. No other CPR providers are accepted.
CPR certification cannot expire within a semester. Letters showing a class was attended or
skills checklists are not acceptable as documentation of certification. A copy of a CPR card
with the expiration date and student’s name is the only documentation accepted.
PNADs should have CPR cards valid from May 2011-May 2013, and Generic Nursing
Students should have CPR cards valid from May /June 2011 – May /June 2013.
Influenza Vaccination Policy
In accordance with the requirements of our clinical agencies’ recommendations, an
influenza vaccination is required annually during the fall semester or the student will
receive an approved exemption as determined by the Chairperson of the HSE Department.
Procedure:
1)
Students will be vaccinated against influenza annually and submit documentation
of the vaccination on the required form to the HSE Student Services Specialist
(H-200) by November 1st of each year
2)
The influenza vaccination will be paid for by the student
3)
If a student fails to be vaccinated or receive the approved exemption by December
1st of each year, the student will be unable to attend any clinical experiences
4)
Exemption Procedure:
 An exemption from vaccination may be granted based ob documented
medical contraindications or religious beliefs. A student requesting an
exemption must submit the exemption request with supporting
documentation to the HSE Student Services Specialist.
 Medical contraindications may include:
1. Prior adverse reaction to influenza vaccine
2. Allergy to a vaccine component
3. Medical conditions deemed by a licensed healthcare provider as
contraindications to receive the influenza vaccine or for postponing
influenza vaccination
 A student requesting an exemption based on medical reasons must provide
proof of the medical contraindication(s) in a letter from a licensed
healthcare provider
 A student requesting an exemption based on religious beliefs must provide
a letter from clergy supporting the exception. The exemption request must
be consistent with the students’ prior vaccination history.
PLEASE NOTE: Any student who has any questions regarding the health maintenance
requirements/clinical practice requirements should contact Nadine Larson, the HSE Student
Services Specialist. All documents must be submitted as a complete package in order to be
accepted. Partial documents will be returned to the student until all documents can be
handed in together. Contact Info: Nlarson2@raritanval.edu, 908-526-1200 ext. 8610, Fax
908-429-1125, Office - H 200. Email is the fastest and easiest way of contacting Nadine Larson.
Page 67 of 76
Appendix II Grade Appeal Procedure
Grade Appeal Procedure
A student who wishes to appeal a final grade shall proceed as follows:
1. Submit a written request for a grade change along with the rationale for such a request to
the faculty member who assigned the grade. The appeal must be filed by the fourth week
of the following semester (summer session not included).
2. Within two weeks of filing such a request for a grade change by the student, the faculty
member, shall respond in writing rendering a decision about the request for change of a
grade.
If the student wishes to further challenge the decision of the faculty member as described above,
he/she shall follow the following procedure:
1. A petition for a grade change should be filed, in writing, with the appropriate chairperson
after conferring with the instructor. The petition shall include a description of the
student’s rationale for challenging the recorded grade with supportive documentation.
2. The chairperson shall:
a. Interview the student.
b. Interview the faculty member who assigned the grade.
c. Review written material submitted by the student and faculty member. The
chairperson shall also consult with senior faculty members familiar with the
discipline involved with respect to the graded material under challenge.
d. The chairperson shall render a written recommendation to the student and faculty
member involved within one month from the date the chairperson received the
petition.
3. If the grade was not revised through the above process, the student may further appeal to
the Dean of Instruction. This Dean will review all materials and determine whether or not
a grade change shall be approved, and shall advise the involved student and faculty
member in writing of the decision. The decision of the Dean of Instruction shall be final.
Page 68 of 76
Appendix III: Requirement for Reinstatement into the Nursing Program
Raritan Valley Community College
Nursing Program
Requirements for Reinstatement into the Nursing Program
The following is a statement of the guidelines for students requesting continuance into the
nursing program following withdrawal or failure of a nursing course or a decision not to return to
the nursing program. Any request to reenter is only considered on a space available basis.
Guidelines are defined for students who reenter within two years of departure from the program.
Students reentering any Nursing course will be required to satisfy the admission criteria for that
year. Students who do not reenter within two years of departure must reapply for
admission to NURS 101: Foundations of Nursing (for Generic students) or NURS 130:
Nursing Transition (for PNAD students).
1.
EXIT FORM: In order to be eligible for readmission consideration, an exit form, included
with this packet, must have been completed within 6 months of withdrawal. It is the
student’s responsibility to obtain and return this form.
Note: It is the responsibility of the student to officially withdraw from nursing courses
in order to avoid an automatic “F” grade if the student leaves during a semester and/or
following pre-registration for the next semester.
2.
REQUEST TO BE REINSTATED: The student requesting to reenter the nursing
program must submit a written request to the nursing program no later than January
15 to reenter a Fall semester course and June 15 for a Spring semester course. The
request should describe an explanation of factors that contributed to the
unsuccessful first attempt and description of actions taken to enhance the
opportunities for success.
3.
PLACEMENT UPON REENTRY: Because nursing courses build on the knowledge
in previous nursing courses, mastery of content and up-to-date clinical competence
is vital. Therefore, students requesting reinstatement to the Nursing Program may
be required to participate in remediation and/or validation of previous nursing course
content.
4.
CLINICAL PLACEMENT: The Department Chair and Course Coordinator reserve
the right to place returning students in an appropriate clinical group.
5.
STATUS: Clinical placement for returning students is on a space-available basis and
is not guaranteed. Students who demonstrated passing course grades at the time of
exit will be placed first.
6.
TIME LIMIT: Students must reenter the Nursing program within two years of exit.
Students who do not return within two years must reapply to NURS 101 (for Generic
students) or NURS 130 (for PNAD students).
7.
ENROLLMENT REQUIREMENTS: Students who have requested reinstatement must
contact the Health Maintenance Coordinator and update all records according to current
policies. Students returning to courses other than NURS 101 will be allowed to register
only after all current students have had the opportunity to register.
Page 69 of 76
RARITAN VALLEY COMMUNITY COLLEGE
NURSING PROGRAM EXIT FORM
NAME: __________________________________________________________________
COURSE: _______________________________
□
□
□
DATE: ___________________
Withdraw- Passing
Withdraw- Failing
Failure- D, F, or AU
REASON(S) FOR LEAVING PROGRAM:
Academic:
__________________________________________________________
Personal:
__________________________________________________________
Other (list):
___________________________________________________________
ELIGIBLE TO RETURN?
□ Yes- check reinstatement plan below
□ No- review alternate academic and career plans
REINSTATEMENT PLAN:
□
□
□
□
□
□
For return to Foundations of Nursing: A letter of intent to return must be sent to the Department
Chair by January 5 for Fall admission. Requests for readmission received after January 5 will result in
placement at the end of the admission list and a seat in the Fall class cannot be guaranteed. Student
must return within 2 years or reapply.
For return to Adults I: A letter of intent to return must be sent to the Department Chair by June 15.
The student will then receive an approved Registration Form for Nursing Seminar (NURS 015) for the
Fall semester. Students must complete Nursing Seminar in the semester preceding return to Adults I.
Clinical placement in Adults I following successful completion of Nursing Seminar is on a spaceavailable basis and is not guaranteed. Student must return within 2 years or reapply to Foundations of
Nursing.
For return to Adults II: A letter of intent to return must be sent to the Department Chair by January
5. The student must remediate by attending all Adults I lectures during the Spring semester. Clinical
placement in Adults II is on a space-available basis and is not guaranteed. Student must return within
2 years or reapply to Foundations of Nursing.
For return to Psych: A letter of intent to return must be sent to the Department Chair by January 5.
The student must remediate by attending all Adults I lectures during the Spring semester. Clinical
placement in Psych is on a space-available basis and is not guaranteed. Student must return within 2
years or reapply to Foundations of Nursing.
For return to Trends, Peds or OB: A letter of intent to return must be sent to the Department Chair
by June 15. Clinical placement in Peds and OB is on a space-available basis and is not guaranteed.
Student must return within 2 years or reapply to Foundations of Nursing.
For return to Nursing Transition: A letter of intent to return must be sent to the Department Chair
by September 15. Requests for readmission received after September 15 will result in placement at
the end of the admission list and a seat in the Summer class cannot be guaranteed. Student must
return within 2 years or reapply.
Student Signature: ___________________________________________________ Date: __________
Faculty Signature: ___________________________________________________ Date: __________
Withdrawal Approval: _________________________________________________ Date: __________
Page 70 of 76
Appendix IV – ATI Testing Progression Policy for AAS Degree at
Raritan Valley Community College – 2012/2013
Course
Nursing Orientation - “Camp I CAN”
Assessment Test (+)
Critical Thinking - Entrance
Self-Assessment Inventory (Non-Proctored)
Foundations of Nursing 2010 Form B
Medical-Surgical Nursing 2010 Form A
Medical- Surgical Nursing 2010 Form B
Level of Proficiency
Self assessment
Mental Health Nursing 2010 Form B
Nursing Care of Children 2010 Form B
Community Health Nursing 2010 Form B *
Obstetrical Nursing 2010 Form B
Pharmacology 2010 Form B*
Leadership 2010 Form B*
Critical Thinking - Exit**
Non-proctored Comprehensive Predictor Form B
Comprehensive Predictor (see ATI EXIT Exam***)
Fundamentals of Nursing 2010 Form B
Medical-Surgical Nursing 2010
Level 2
Level 2
*
Level 2
*
*
**
Self Assessment
Determined by ATI***
Level 1
Self Assessment
Nursing Seminar (NURS 015)
Retake of Fundamentals of Nursing 2010 Form A
Level 1
ATI EXIT EXAM***
Comprehensive Predictor 2010 Exam***
Determined by ATI***
Fundamental of Nursing (NURS 101)
Nursing of Adults 1 (NURS 111)
Nursing of Adults 2 (NURS 123)
Psychiatric Mental Health Nursing (NURS 122)
Nursing of Families with Children (NURS 124)
Nursing of Childbearing Families (NURS 125)
Trends In Nursing (NURS 211)
Nursing Transition (NURS 130)
Page 71 of 76
Level 1
Level 2
Level 2
+Test subject to change based on ATI updates.
*Proficiency level 2 preferred but not required to advance in program.
**This compares entry level to exit and use to evaluate change in thinking.
Level 2 is predictive of NCLEX-RN success after graduation. Course points are offered based on year in program. For example, in the second
year: below proficiency level 1 no points are given, Proficiency level 1= 1 point, level 2= 2 points, level 3= 3 points added to final course
grade. Please see individual course syllabi.
***EXIT EXAM POLICY: STUDENTS MUST RETAKE a Comprehensive Predictor 2010 Exam if they do not attain identified score on
Form A. If identified score is not attained on Retake Exam, a NCLEX review course and retaking of Comprehensive Predictor 2010 Exam, at
a cost to be determined paid to ATI, will be required.
Page 72 of 76
Appendix V
NURSING PROGRAM EXAMINATION POLICY
In order to preserve the integrity of your examinations and to foster an atmosphere of fair
evaluation of your successful achievement of the course objectives, the following examination
policy will be used throughout all courses in the Nursing Program.
1. You need to report for the exam at the scheduled time.
2. All personal belongings must be placed in the front of the classroom/testing area.
3. You are not permitted to take anything to your testing seat area except for the pencils and
approved calculators, unless approved by the faculty proctor.
4. All cell phones and pagers must be turned off.
5. You must provide your own #2 lead pencils and, if you are using a calculator, you must
have your own. Sharing of calculators is not permitted and none will be provided. Only one
calculator per student is allowed.
6. If you are using a calculator, it must be a simple calculator and must be approved by the
faculty proctor before each exam.
7. You are not permitted to utilize a calculator that is integrated into a cell phone, hand held
computer or any other communication device.
8. Students must show all math work on any exam question requiring math dosage
calculations. If requested, please circle your final answer for each math dosage calculation on
the test booklet, or as directed by the faculty proctor.
9. You will need to be cleared by the faculty proctor before leaving the examination room.
When you leave the examination room, you will submit the exam and grid sheet. Please
collect your belongings and immediately exit the testing area.
10. Please exit the testing area in an expeditious manner, as talking outside the testing area is
distracting to other students who are still completing their exams.
11. Once you have submitted your exam and grid, you are not permitted to make changes.
12. All exams must be submitted at the specified time, or they will receive a grade of zero.
13. Every course exam, test or quiz may only be taken once. Re-testing is not permitted.
Please sign below indicating that you have read and understand this policy. Thank you for your
cooperation.
Print Name:__________________________
Student’s signature_________________________
Date__________
STUDENT COPY
Page 73 of 76
Appendix V
ACKNOWLEDGEMENT OF NURSING PROGRAM POLICY MANUAL
I have read, understood, and agreed to the content of the Raritan Valley Community
College Nursing Program Policy Manual.
Name:__________________________________________________
Print Name:______________________________________________
Date:___________________________________________________
STUDENT COPY
Page 74 of 76
Appendix VI
NURSING PROGRAM EXAMINATION POLICY
In order to preserve the integrity of your examinations and to foster an atmosphere of fair
evaluation of your successful achievement of the course objectives, the following examination
policy will be used throughout all courses in the Nursing Program.
1. You need to report for the exam at the scheduled time.
2. All personal belongings must be placed in the front of the classroom/testing area.
3. You are not permitted to take anything to your testing seat area except for the pencils and
approved calculators, unless approved by the faculty proctor.
4. All cell phones and pagers must be turned off.
5. You must provide your own #2 lead pencils and, if you are using a calculator, you must
have your own. Sharing of calculators is not permitted and none will be provided. Only
one calculator per student is allowed.
6. If you are using a calculator, it must be a simple calculator and must be approved by the
faculty proctor before each exam.
7. You are not permitted to utilize a calculator that is integrated into a cell phone, hand held
computer or any other communication device.
8. Students must show all math work on any exam question requiring math dosage
calculations. If requested, please circle your final answer for each math dosage
calculation on the test booklet, or as directed by the faculty proctor.
9. You will need to be cleared by the faculty proctor before leaving the examination room.
When you leave the examination room, you will submit the exam and grid sheet. Please
collect your belongings and immediately exit the testing area.
10. Please exit the testing area in an expeditious manner, as talking outside the testing area is
distracting to other students who are still completing their exams.
11. Once you have submitted your exam and grid, you are not permitted to make changes.
12. All exams must be submitted at the specified time, or they will receive a grade of zero.
13. Every course exam, test or quiz may be taken only once. Re-testing is not permitted
Please sign below indicating that you have read and understand this policy. Thank you for your
cooperation.
Print Name: __________________________
Student’s signature_________________________
Date__________
OFFICE COPY – STUDENT FILE
Page 75 of 76
Appendix VI
ACKNOWLEDGEMENT OF NURSING PROGRAM POLICY MANUAL
I have read, understood, and agreed to the content of the Raritan Valley Community
College Nursing Program Policy Manual
Name: _________________________________________________
Print Name: _____________________________________________
Date: __________________________________________________
OFFICE COPY – STUDENT FILE
Page 76 of 76